Pre-service mathematics teachers (PSTs) enter university with diverse beliefs and understandings of teaching and learning; yet, they may not be aware of how these conceptions are related to their epistemological and efficacy beliefs. This study explored how the mathematical beliefs, mathematics self-efficacy, and mathematics teaching efficacy of PSTs predict their teaching and learning conceptions. Participants were 80 PSTs (59.7% men and 40.3% women) who were studying in a 5-year full-time undergraduate degree program at a comprehensive research university in Hong Kong. Multiple regression analyses were performed to investigate the relationships between the PSTs' teaching and learning conceptions and various predictors. The results indicated that mathematical beliefs and personal mathematics teaching efficacy, a component of mathematics teaching efficacy, predicted traditional conceptions. Mathematics self-efficacy and mathematics teaching outcome expectancy, another component of mathematics teaching efficacy, predicted constructivist conceptions. This study yields insights into the different roles of mathematical beliefs, mathematics self-efficacy, and mathematics teaching efficacy in explaining and predicting the teaching and learning conceptions among PSTs, which demonstrates the potential to inform and improve PSTs' professional learning and development. Copyright © 2022 Springer.

Purpose: This research was undertaken to examine predictors of physical education (PE) teachers' attitudes toward teaching students with attention-deficit/hyperactivity disorder in general PE. Method: In-service PE teachers (n = 151) in Hong Kong completed a multi-section survey measuring demographic variables, attitudes, self-esteem, and intrapersonal and interpersonal mindfulness. Survey data were mainly analyzed through multiple regression analyses. Results: The results showed that special education-related coursework and self-esteem were positive predictors of attitudes. However, they were no longer a significant predictor after mindfulness was entered into the regression model while both types of mindfulness positively predicted attitudes. Discussion/Conclusion: Self-esteem as well as intrapersonal and interpersonal mindfulness play an important role in predicting PE teachers' attitudes toward teaching students with attention-deficit/hyperactivity disorder. Related training components may be included in the professional development programs for improving PE teachers' attitudes. Copyright © 2022 Human Kinetics .

This paper reports significant findings from an exploratory investigation of factors influencing kindergarten teachers' perceptions of holistic early childhood education (HECE) following the release of a recent policy document relating to Early Childhood Education by the Hong Kong Special Administrative Region. A comprehensive four-page survey questionnaire was completed by 165 teachers, in 22 Kindergartens across three Districts in Hong Kong. The questionnaire sought responses on demographics (including spiritual well-being); six aspects of ECE detailed in the HKSAR document; teachers' expectations of HECE; and their perceptions of parental involvement in their young children's development. This study revealed that kindergarten teachers' spiritual well-being was a key demographic factor contributing to their expectations of holistic early childhood education. Copyright © 2022 Routledge.

Purpose: The study evaluated the effectiveness of a training program for social workers to reduce their negative perceptions on children with special education needs (SEN), enhance their self-efficacy for inclusive practice, and promote their competencies in helping these children in Hong Kong. Method: A prospective quasi-experimental design was adopted in the evaluation, with 58 social workers (74% females) joining the program (the intervention group) and 39 (56.4% females) who did not join the program (the control group). Results: Participants of the intervention group showed a significant decrease in negative perceptions towards children with SEN and an increase of self-efficacy for inclusive practice and competencies after participating in the program when compared with the control group. Discussion: The study provides encouraging evidence on the effectiveness of a training program for promoting social workers' self-efficacy and competencies for inclusive practice, which is essential for social work intervention for children with SEN. Copyright © 2022 SAGE Publications.

A significant challenge in studying formative assessment is the lack of suitable instruments for assessing teachers' formative assessment practices. This paper reports the development of the Teacher Formative Assessment Practice Scale (TFAPS) and its psychometric properties based on two samples of primary and secondary school teachers: one from Hong Kong (N = 449) and the other from Italy (N = 309). Exploratory factor analysis identified two distinct factors, including teacher-directed formative assessment (TdFA, six items) and student-directed formative assessment (SdFA, four items). The confirmatory factor analysis supported this two-factor structure. Rasch analysis provided further psychometric evidence regarding scale dimensionality and item quality. This study suggests that TFAPS is an appropriate instrument for assessing teachers' formative assessment practices, but the cultural influence on teachers' formative assessment practices should be noted in the applications of the instrument. Copyright © 2022 SAGE Publications.

This qualitative study explored Hong Kong students' views and reactive emotions towards interpersonal teacher behaviour in their classrooms. Fifteen focus-group interviews were conducted with 69 secondary-school students. Content analysis was performed to identify main themes. Cultural similarities and differences were identified in students' perceptions compared with the original descriptors of the Model for Interpersonal Teacher Behaviour (MITB). While similarities lend support to the content validity of the items in the Questionnaire on Teacher Interaction (QTI) and its Chinese version (C-QTI), differences highlight cultural variations in perceptions of interpersonal teacher behaviour in the Hong Kong context. Students' accounts indicated positive reactive emotions towards Friendly/Helpful, Understanding, and Leadership, negative emotions to Dissatisfied, Admonishing, and Uncertain, and mixed emotions towards Strict and Student Freedom and Responsibility behaviours. The study has contributed to the dearth of qualitative studies based on the MITB by providing a comprehensive picture of students' perceptions of its eight types of behaviour and their reactive emotions towards the manifestation of these behaviours. Such a picture could enhance teachers' reflection for professional development and improvement of their interpersonal behaviour in the classroom. Copyright © 2022 Springer.

Adopting a sociocultural perspective, this paper reports on a case study that examined how a dialogic approach contributed to Hong Kong English teachers' professional development in methods of vocabulary instruction. Data were drawn from interviews, lesson observations, professional dialogues, and reflective writing to present two in-depth contrasting cases. While one teacher reported marked change in her beliefs and practice, the other adapted her practice minimally despite reporting belief changes. The findings revealed the role of dialogic reflection in facilitating professional learning and noted the potential impact of Chinese culture on teachers' dialogic reflection. Further, they showed that changes in practice are mediated by internalising new ideas, linking teacher beliefs with clear goals and contextual factors including institutional policies, time constraints, and learner feedback. Teachers' verbal participation in professional dialogues, for example, showing agreement with the suggestions of others, was insufficient for generating changes in practices. Implications, including the important roles of reflexivity and sociocultural contexts in teacher professional development programmes, along with directions for future research, are considered. • Social interaction and idea internalisation contribute to teacher development. • Exploring beliefs based on multiple lenses fosters professional development. • Change in practice is affected by beliefs, reflexivity, and contextual factors. • Only overt verbal participation in professional dialogues does not assure change. • Culture plays a significant role in teachers' dialogic exchanges of views. Copyright © 2022 Elsevier.

This study compares and contrasts teachers' and students' perceptions of online teaching and learning during the COVID-pandemic in higher education using the co-orientation model. Data were collected from 145 students and 31 teachers in two Hong Kong higher education institutions. The findings show that teachers were generally more negative about online teaching and learning than students, but such negative views should be reconsidered as students positively evaluated teachers' efforts to various degrees. It is suggested that during future online learning experiences (1) teachers and students set up expectations together to evaluate online interactions, (2) teachers should not be overly concerned about the potential embarrassment of using camera for class activities, and (3) teachers pay more attention to feedback delivery. Understanding these gaps will provide teachers with insights into more strategic communication and planning to manage the expectations and optimise the online experience for both parties. Copyright © 2022 Elsevier.

Objective: This study examines the effects of a well-being intervention based on the PROSPER (i.e., Positivity, Relationship, Outcomes, Strength, Purpose, Engagement, and Resilience) framework, on well-being outcomes among preschool in-service teachers in Hong Kong during the COVID-19 pandemic.Method: We recruited 76 in-service teachers (Mage=26.05, SD=4.71, nfemale=93.4%). Participants completed a survey that measured the PROSPER components of well-being in baseline and 2-month after baseline, from February 2021 to May 2021. They were randomly assigned into the intervention group (n=36; who received four intervention workshops, an online activity and four educational videos with self-reflection activity) and waitlist control group (n=40; who received four intervention workshops after completing the data collection). MANCOVA and ANCOVA, controlling for sex, age and teaching experience, were adopted to examine the intervention effects.Results: MANCOVA results showed a significant multivariate group x time interaction effect of the intervention on the PROSPER outcome variables compared to the control group, Wilks’ Lambda F(7,65) =3.80, p<.001, η2=.29. Results of univariate analyses suggested that participants in the intervention group scored significantly higher on positivity, strength, purpose, and resilience (η2=.08-.11, p<.05) than those in the control condition over time.Conclusion: Our findings provide preliminary evidence on the mental health benefits of the PROSPER-based psychological intervention program among in-service preschool teachers. School principals are encouraged to invest in school-based teacher training initiatives that focus on teachers’ well-being as pandemic-related job stressors might potentially deplete their psychological resources and mental health. Copyright © 2022 European Conference on Education.

Background and aims: The theoretical rationale of STEM education has originated from the curriculum integration theories. Numerous studies have discussed the integration of STEM education in covering the interconnected nature of the four disciplines and real-life problems. Three approaches have been widely mentioned, which included multidisciplinary, interdisciplinary and transdisciplinary (Vasquez et al., 2013). Although teachers play a core role in designing and implementing STEM pedagogy at schools, little research explored mathematics teachers’ views of STEM. Hence, this exploratory study aims to explore mathematics teachers’ perceptions of STEM education to address the issue. Specifically, the study sought to describe the concerns and challenges faced by Hong Kong mathematics teachers in implementing STEM education, and to expand our understanding of implementing STEM education in mathematics teaching.Methodology or process(es) undertaken: By purposive sampling, nine Hong Kong mathematics teachers (4 primary, 5 secondary) were invited into online interviews. Interviewees were selected based on the criteria that they had taught mathematics in schools and had participated in STEM education. Their teaching experience ranged from 5 to 15 years. They were asked to report their views on the goals and values of STEM education, the approaches of STEM integration, challenges they faced, and its relationship to mathematics.Results and conclusions: It is found that two values of STEM education are recognized by Hong Kong mathematics teachers, which include promoting students' personal development and social technological innovation. Three integration approaches of STEM pedagogy (multidisciplinary, interdisciplinary and transdisciplinary) are identified. The transdisciplinary approach is most preferred, but the interdisciplinary approach is most adopted. Teachers perceives both internal and external challenges when implementing STEM at schools. The external challenges are related