This paper aims to explore management practices in school organization for sustaining teacher collective learning by using a quasi-experiment design. Secondary schools in Hong Kong are seeking ways to sustain their development in terms of teaching and learning under the 334 New Senior Secondary Reform. Enhancing teacher professional competency via collective learning is the radical key to developing the capacity of schools for coping with this change. Teacher collective learning is conceptualized as team learning of Sengeûs (1990) Learning organization model which is important for school development and individual professional development. By adopting Sengeûs (1990) five disciplines of learning organization as the theoretical framework, this research study has constructed a path model for providing school administrator practical steps to facilitate teacher collective learning effectively under the reform. 20 aided secondary schools in Hong Kong were selected by cluster sampling. 777 teachers took part in the questionnaire survey. A structural equation model was applied to identify the path model for the five disciplines of Sengeûs learning organization model. Results showed that there are predictive effects of personal mastery and system thinking on team learning, while mental model, shared vision are sequential path predictors of system thinking. A path model for predicting teacher collective learning was validated in this study. Enhancing teacher professional development, nurturing a culture of trust, communicating with professional dialogue, negotiating a shared vision and provoking system thinking are recommended to school administrators for sustaining teacher collective learning in coping with the change generated from the reform.

This paper reports on a research project that monitored four key features in an in-service teacher education course for secondary art teachers in Hong Kong. First, the content of the course was reframed to include focus on the attributes of good art teachers and standards of good art teaching. Second, the theory-into-practice model of previous courses was reframed to include a focus on understanding theory through its practical implications. Third, teachers were encouraged to use dialogue journals to reflect on how the ideas and information presented in the course confirmed or challenged their beliefs and practices. Fourth, jointly developed “standards of good practice in art teaching” were used for self and peer evaluation in the teaching practice. Data from dialogue journals and end-of-course interview as well as questionnaires suggest the value of such approaches for in-service teacher education.

In Hong Kong and Macau, educational practitioners and student teachers who are committed to a career in education usually join some professional organizations in their local communities. In the past, little effort had been made by professional organizations to pull students, educational practitioners, and the interested professionals in the two territories - Hong Kong and Macau - together. In 1998, the ACEI: Hong Kong and Macau Branch was founded by a group of teacher educators with the aim at linking students, parents, education practitioners, and other interested professionals of the two territories together in a collaborative effort to promote education quality, professional growth, exchange of ideas, as well as the inherent rights and well-being of children in home, school and community. Also, it fosters interaction among student teachers, teachers, administrators, counselors, and educators to exchange ideas and develop friendships across international boundaries (Hong Kong, Macau, USA, and other countries), as well as to provide an opportunity to publish materials that help members keep up with the important issues and current trends in the field of education. The Association for Childhood Education International (ACEI) was founded in 1892 by a group of school teachers and other interested professionals in the United States. With over 130 branches in the US and other countries, ACEI is now one of the oldest organizations of its kind which shares a dual commitment to the fulfillment of every child's potential and to the professional development of classroom teachers. This workshop will help participants understand more about the functions of the ACEI: Hong Kong and Macau Branch. Information will be shared concerning how professional development of student teachers and educational practitioners in the two territories could be enriched through regional and international linkages, cooperation and participation in ACEI activities.

Teacher effectiveness has always been an active area of research in teacher education, aiming to improve the quality of both preservice and inservice teachers, subsequently promote the quality of teaching and learning. In this respect, various aspects of teacher development have been studied by researchers such as the stages of development, mentorship, practical knowledge, teacher efficacy, teachers thinking and belief (e.g. Calderhead & Robson, 1991; Kagan, 1992; Bullough and Baughman, 1993' Nespor, 1987; Clark & Peterson, 1986). As teacher educator for many years, the author attempted to conduct a survey study of a group of preservice student teachers to examine their focus of concerns in teaching and their perceived factors leading to successful teaching as part of the investigated areas of teacher development in a teacher education institute in Hong Kong, The Fuller (1969) model of concerns has been widely utilized in teacher education programmes to explain the stages of professional development of a teacher. In the model, Fuller (1969) theorized that teacher concerns could be classified into three distinct categories: elf concerns" which center around the individual concern for their own survival related to their teacher preparation program, including their student teacher experiences; ask concerns" which focus upon the duties that teachers must carry out within the school environment; and impact concerns" which are related to one ability to make a difference and be successful with his /her students and the teaching/learning process. Subsequently, the author wished to know whether the Hong Kong preservice teachers exhibited similar categories of concerns as put forward in Fuller model despite a different cultural context. Meanwhile, the author tried to explore the factors perceived by preservice student teachers leading to successful teaching and whether and how their focus of concerns and perceived important factors of successful teaching were related. It was hoped

This paper is about a study of the learning needs of serving primary school teachers in Hong Kong. The question involved is what are the training needs of these teachers. Literature review shows that there are different elements in teacher development and different stages of teachers' career are related to teachers training requirements. In our study, a questionnaire is given to the participants who have attended an in-service program. In the questionnaire, the respondents have to indicate their perceived competences of themselves and their perceived training needs. They have also to rank (heir psychological needs. The results of the study reveal that there is no big difference in the training needs between teachers of different teaching experience and teaching duties. Also, there is no significant correlation between teachers' perceived competencies and their perceived training needs. The conclusion is that the education reform since 2000 has exerted such great pressure on all teachers that they have a sense of insecurity. Therefore there is a feeling of inadequacy in primary school teachers and they feel an urgent need to upgrade themselves in whatever area in teaching. The positive outcome is that teachers are more ready to attend in-service training program. The negative outcome is that teachers have no long-term goals in their professional development. The true learning needs are to satisfy the government's top-down demand for educational reform in order to attain job security.

This study is designed on the basis on the key premises of Activity Theory, in the development of curriculum leadership among two groups of primary teachers in an innovation engaged school in Hong Kong China in April 2005 and 2008. Three curriculum development teams were formed and their membership and leadership were manipulated to create internal tensions and contradictions among members in a flattened leadership context. The aim is to investigate the extent that teacher participation in curriculum decision making processes is mediated by the artifacts such as hierarchical power, roles and leadership styles. The findings based on the analysis of the interviews as well as the video taped meetings of the curriculum teams point to the varying mediation effects of the two artifacts, namely the roles of the consultants and the leadership styles upon teacher participation.

The practical issue for many teacher educators is how to effect change at both the micro and macro levels in education in Hong Kong. Within Hong Kong there is a perception that change is necessary and that traditional ways of teaching and learning are no longer able to maintain Hong Kong’s position into the 21st Century. The questions then become: how does one bring about change at both the macro and micro levels, within the system as a whole and with in individual teachers? How cans one break into the circle of self-perpetuating traditional practice within schooling and teacher education? Is it possible to educate teachers who will not simply duplicate traditional practices when they are appointed to their posts in schools? How can student teachers be encouraged to critically examine deeply established preconceptions of what it really means to be teacher in Hong Kong and become willing agents of change? How does ones create enough but not too much discomfort with the status quo?

This paper reports the effect of Learning Study module on developing the teaching competency of pre-service teachers in Hong Kong. Learning Study module is a research based teacher training course that aims to improve pre-service teachers’ lesson preparation skills and their teaching competency. The module is offered for all Year Two students in the Bachelor of Education programme of the Hong Kong Institute of Education. It comprises a series of lectures, consultation meetings and teaching practices that set the theoretical framework for conducting Learning Study. Activities are organized in such a way that pre-service teachers can practice argumentation, decision making and justification while investigating and solving pedagogical problems. This study aims to validate a theoretical model for exploring the critical successful factors of the Learning Study module for nurturing pre-service teacher’s reflective competency and lesson preparation skills through a quasi-experiment design. 341 preservice teachers took part in a questionnaire survey. A structural equation model was applied to explore the relationships. Lesson analysis, framework for conducting Learning Study, consultation on lesson design and teaching, lesson implementation and peer observation in the teaching practices are identified to be the critical successful factors for developing lesson preparation skills, teaching competency and reflective experiences of the pre-service teachers.

This study aims to explore the relationship between the supporting factors and learning outcomes of a teaching practicum model for an initial teacher education programme in Hong Kong. Identifying the predictive relationships of the supporting factors for pre-service teachers’ teaching practicum and their learning outcome could help promoting the quality of the programme. There were 229 pre-service teachers participated to a questionnaire survey of a quasi-experimental design. Confirmatory factor analysis and reliability test were used to confirm the constructed validity and reliability of the survey instrument. A Structural Equation Model was applied to explore the predictive relationship between the supporting factors and their learning outcomes. Results show that campus-based courses, school mentor support and pre-service teacher’s self-efficacy were identified to be the supporting factors for their learning outcomes which include instructional design, managing learning activities and assessment. Strengthening school partnerships, providing mentor training and enhancing the element of assessment for learning in campus based course are recommended to the teacher education programme.

This paper aims to explore the mechanism of Learning Study in enhancing teacher professional development by adopting community of practices as the analytical framework. Under the curriculum reform in Hong Kong, schools are facing challenges in acquiring pedagogical content knowledge for implementing new curriculum. How to enhance teacher professional development for building school capacity is critical for sustainable development. Learning study is a school improvement project which aims to improve the quality of student learning via enhancing teacher professional development by creating a community of practice among teachers, researchers and educators involved in the design, implementation, evaluation and dissemination of a research lesson, with ultimate goal of developing Learning Community in the school. This study will explore how the community of practice set up by the Learning Study Project can effectively help teachers build their pedagogical content knowledge. Wenger’s theory of Communities of Practices, which postulate that participants have a mutual engagement for a negotiated joint enterprise and they develop a shared repertoire, is adopted as the theoretical framework for exploring teacher learning and professional growth. The study adopts ethnographic approach to investigate social phenomena of teacher interactions in a case selected from Learning Study Project. Results show that the collaborative features of the Learning Study provide opportunities for teachers to create shared knowledge, values and beliefs and to establish overlapping histories among them. Learning Study enhances teacher professional development by creating a community of practice for knowledge sharing and reflective practices on teaching and learning.