The General Education Consolidation Course (GECC) is a capstone course in the Hong Kong Institute of Education (HKIEd) which requires students approaching the end of their undergraduate studies both to reflect critically on their experience – within general education, in their disciplinary, professional and co-curricular studies, and in their lives beyond the classroom – and to develop an integrated view of how and where they position themselves in relation to their future goals, plans, and aspirations. The course is designed to help students to synthesize their learning experiences, by reflecting critically on the value and significance of what they have learned in their university years, making connections to their lives, and imagining their own futures. As a new course in its early stage of development, a high degree of flexibility and autonomy is allowed and indeed required of the GECC tutors to experiment with different learning and teaching strategies with the students to facilitate achievement of the course objectives. The structure of the GECC involves a number of experimental and innovative elements, including a strong student-centered orientation, guided group and independent learning, and the development of a comprehensive e-portfolio as the main assessment component. The authors of this paper have participated in the pilot run of this GECC in early 2015, before its full scale implementation in the fall of the same year. In this paper, we will reflect on our experiences in preparing and conducting the course, with particular focus on the uses of narrative learning and teaching strategies with the students. Our reflection and evaluation will be based on and substantiated by concrete examples of our students’ works and performance. We will also explore the potentials of adopting the reciprocal learning framework in the further development of this and other similar courses with strong student-centered orientation in higher education.

Reciprocal learning values the cooperative learning abilities of students. Learning takes place in different occasions when students help each other and receive immediate feedback from others. In doing so, it also helps the teacher to get a good sense of where students are with the lesson. Learning strategies it employs include student forming structured-learning teams, assigning roles, and using team building activities, etc. The core principle of such learning thus comes from peer teaching and coaching theories. This paper reports an attempt of using reciprocal learning in the higher education in Hong Kong. The discussion starts first from a review of the rationale of reciprocal learning, its effect and application in teacher education. Second, its effect and use in higher education in form of a case study in Hong Kong. Then, implications are made for teacher education in general. The course under investigation takes into consideration of reciprocal learning principles throughout the teaching and learning design. The learning concepts are incorporated into the construction of the classroom activities and assessment modes. Classroom activities using reciprocal ideas include personal storytelling and giving feedback. Students are encouraged to reflect on their past, share their experiences, and tell their life stories in class. Audiences respond by writing individual feedback to the storytellers. This allows for peer learning to take place among the students. When they are telling and listening the stories, they are at the same time learning from each other, performing both roles of learning and coaching at the same time. As one of the assignments, students are asked to write weekly journals throughout the course. An on-line learning platform is created for students to write the journal entries once a week and read their classmates’ journal entries and give feedback to each other.

Despite rapid growth at the 12-year compulsory education stage, Hong Kong’s non-Chinese language minority students make up only 1.3% of the whole full-time postsecondary student population; their attendance rate is 13.8%, far behind the overall rate of 43.8%. Policy and research focus on their secondary school graduation with a widely recognized nexus between Chinese language deficiency and academic underachievement. Yet lower participation rates in postsecondary education (PSE) and nonlinguistic risk factors that account for under-representation have received scarce regional attention. The current study attempts to fill this gap. Utilizing the multiplicity and convertibility of capital in the Bourdieusian conception, this study elicits non-Chinese language minority students’ voices and identifies the interplay effects of multiple capitals on the participants’ pathways to PSE. Findings provide insights into the dynamic processes of convertible capitals and accessing PSE when developing holistic policies that are able to address linguistic and non-linguistic hurdles in the college choice process.
[Copyright © 2016 Informa UK Limited, trading as Taylor & Francis Group.]

Field experience at the Hong Kong Institute of Education (HKIEd) is viewed as a central aspect to our programmes. The proposed chapter will discuss a project that aimed to enhance student teachers' professional development in FE by adopting mobile technology and cloud services. Also, the use of digital forms of FE documents such as TP supervision forms, FE portfolios, and reflective journals enables student teachers and Institute supervisors to build their own e-portfolio for further sharing of their professional practices within and outside the Institute.
[Copyright © 2016, IGI Global.]

學生享受學習，是每一位教育者的期望。可是在參與學習問題上，老師往往遇到兩個問題，一是如何帶動參與，二是如何讓參與帶來真正的喜悅。本文針對這兩個問題，介紹筆者任教香港小班教學師資培訓課程時，設計的一項涵蓋身、心、智、群的全人參與學習模式。文章首先敘述構思此模式之演變過程，包括多元智慧以及其他理論之影響；隨後簡介模式之六項元素──即身體動作、感官、較深層的自我、人際互動、想像與挑戰思考，並申述其重要性；最後列舉實例，說明如何在小學英語課堂中，應用此模式作教學活動設計，讓小班教學更能發揮其優點。

Jacques Rancière has given us a strong ethical framework for the use of drama in education, but his model is incomplete. In Hong Kong, an examination-driven system often conflicts with teachers' idealistic ambitions. We suggest a way of expanding Rancière's model with reference to Étienne Wenger. We use this framework to examine a group of student teachers on practicum. Student teachers can use drama in the interstices by a process understandable on Wenger's terms, and successful on Rancière's terms. We use Wenger's terms 'alignment', 'engagement' and 'imagination' to characterise these student teachers' search for meaning in teaching.
[Copyright © 2016 Informa UK Limited, trading as Taylor & Francis Group.]

本期將介紹一個有用的學習經曆模式，供教師參考，有助提高培養學生發展高層次思考的效果.