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Journal Articles
81. Classroom discourse analysis as a tool for exploring ethical tensions in a critical teaching

By: Soto, Carlos

Document Type: Journal Articles

Source: Classroom Discourse, 11(2), 129-148, 2020

Year published: 2020

Publisher: Taylor & Francis
This article presents classroom discourse analysis as a tool for critical teacher education. It argues that such analysis can raise awareness of how teachers live out their ethical commitments in classroom-level interactions, but needs to be carefully situated. Drawing on the author's research conducted while teaching junior secondary students in Hong Kong, the article weaves classroom discourse analysis into a critical incident reflection focusing on ethical tensions that emerge from a class activity exploring dehumanisation. The activity used a pedagogy of discomfort in order to unsettle students' beliefs and practices, but in facilitating the activity, the teacher's ethic of care was also challenged. Copyright ©Taylor & Francis.
Journal Articles
82. 「特殊教育需要統籌主任證書課程」課程內容規劃及推行進程

By: 香港特殊教育學會

Document Type: Journal Articles

Source: 香港特殊教育期刊 , 18, 102-108, 2016

Year published: 2016

Publisher: 香港特殊教育學會有限公司
- EdLink
Journal Articles
83. 知識管理計劃書：以協同行動研究，建立學習社群

By: 彭少華

Document Type: Journal Articles

Source: 香港特殊教育期刊 , 19, 32-48, 2017

Year published: 2017

Publisher: 香港特殊教育學會有限公司
知識管理是近年教育界熱點話題之一,特別是當一所學校或機構進入新舊交替的時期,需要將校內的集體智慧、顯性及隱性知識、專業技能整合,並於一個互相信任的平台上進行分享,才能將知識承傳下去。筆者觀察的特殊學校,於 2009 年開始從教職發展的方向入手,利用行動研究進行知識分享,推行「一人一行動研究」,即是校方要求教師及專責人員,每年就著自己工作的困難, 進行行動研究。經過數年的發展,校內形成了彼此分享、彼此信任的文化,並且漸漸建立了學習社群的雛型。因此,本文嘗試探討和觀察,這所特殊學校如何在一定的「知識管理」基礎上,以「協同行動研究,建立學習社群」的計劃。Copyright by Special Education Society of Hong Kong Limited. All Rights Reserved.
Journal Articles
84. 特殊教育統籌主任證書課程簡介：課程目的、內容與結構

By: 潘頌兒

Document Type: Journal Articles

Source: 香港特殊教育期刊 , 17, 121-123, 2015

Year published: 2015

Publisher: 香港特殊教育學會有限公司
- EdLink
Journal Articles
85. Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the covid-19 pandemic: JET

By: Moorhouse, Benjamin Luke

Document Type: Journal Articles

Source: Journal of Education for Teaching, 46(4), 609-611, 2020

Year published: 2020

Publisher: Taylor & Francis Ltd.
This report describes the adaptations made to one initial teacher education course at a Hong Kong university designed for face-to-face instruction that was required to be delivered exclusively online due to the suspension of face-to-face classes caused by the COVID-19 pandemic. It describes the adaptations the tutor made, and the challenges faced adapting to the new mode of delivery. It is hoped that others can learn from the author’s experience and be prepared for the suspension of face-to-face classes caused by the COVID-19 pandemic or other health emergencies. Copyright © Taylor & Francis Ltd.
Journal Articles
86. Consolidating pre-service teachers' metacognition of online dialogue through visual methods: A Hong Kong case study

By: Leung, Suzannie; Wan, Wai Yan Sally; Orchard, Janet; Davids, Nuraan

Document Type: Journal Articles

Source: Journal of Education for Teaching, (0), - , 2020

Year published: 2020

Publisher: Routledge
Visual methods are effective in facilitating human learning while metacognition is a critical aspect of the learning process. In this context, the purpose of this study is to explore the metacognition of pre-service teachers in response to their participation in a series of visual reflections after an online dialogue on the topic of inclusive education. A global online platform was used to facilitate dialogue in three discussion sessions of real-time videoconferencing between pre-service teachers in England, Hong Kong, Northern Ireland, and South Africa. A group of Hong Kong pre-service teachers participated in a face-to-face post-discussion session using visual methods. Their transcripts and artefacts were recorded and analysed by applying a shared metacognitive construct. The power of visual methods in online collaborative inquiry for teacher education was noted by the participants’ deeper reflection on discussion issues when the issues were presented visually.
[Copyright of Journal of Education for Teaching is the property of Routledge.]
Journal Articles
87. Kindergarten Education Scheme in Hong Kong: Policy measures, rhizomatic connections and early childhood teacher education

By: Yuen, Wai Kwan Gail

Document Type: Journal Articles

Source: Children and Society, 2020

Year published: 2020

Publisher: Wiley-Blackwell Publishing Ltd.
Using Deleuze and Guattari's concept of rhizome, this study examines the key measures of the Kindergarten Education Scheme introduced by the Hong Kong government in 2017 after a large‐scale advocacy movement. It argues that these measures have expanded the power of the neoliberal imaginary through producing an enhanced market apparatus and an apolitical teaching profession. The neoliberal expansion reflects the manifestation of different kinds of rhizomatic connections to reterritorialise the field. This study calls for the rethinking of teacher educators’ ethical responsibility in addressing the complexity of teacher work frequently neglected by policy and the policy/practice divide in teacher education. Copyright © 2020 National Children's Bureau and John Wiley & Sons Ltd.
Journal Articles
88. Conceptualising innovation and professional learning in the Hong Kong context

By: Lu, Jiafang; Campbell, Paul

Document Type: Journal Articles

Source: Practice: Contemporary issues in professional learning, 2020

Year published: 2020

Publisher: Taylor & Francis
In this paper, we review the challenges of sustaining effective teacher professional learning in Hong Kong and propose that professional learning could enable teacher innovation, and teacher innovation reversely rejuvenates professional learning. We also argue that greater exploration is needed of how professional learning is theorised in relation to broader themes that influence it. These key themes explored have significant implications for both organisational and wider systemic culture and practice both in Hong Kong and in systems around the world. Copyright © 2020 IPDA.
Journal Articles
89. Factor structure of multicultural teaching competency scale for school-teachers in Hong Kong

By: Leung, Chi Hung; Hue, Ming Tak

Document Type: Journal Articles

Source: Australian Journal of Teacher Education, 45(7), 1-14, 2020

Year published: 2020

Publisher: Social Science Press
This study investigates the perceptions of teaching competency in multicultural classrooms held by 421 teachers at 16 schools in Hong Kong. The aims of the study are (a) to use confirmatory factor analysis to validate a culturally appropriate version of the Multicultural Teaching Competency Scale (MTCS), (b) to assess three types of multicultural-teaching competency, and (c) to provide recommendations for teacher-education institutes and policy makers on developing effective training in multicultural education. The results indicate that a tripartite model assessing skills, knowledge, and relationships, the core features of multicultural-teaching competency as assessed by the MTCS from a Hong Kong sample. The teachers all identified multicultural-teaching relationships as the most important component of multicultural-teaching competency. Future researchers should examine the concurrent validity of the MTCS and the cultural contexts of multicultural-teaching relationships. Recommendations are also made for incorporating the Confucian beliefs of fairness, justice, and equity into multicultural classroom. Copyright © 2020 Edith Cowan University. All rights reserved.
Journal Articles
90. Teaching about and for social justice in teacher education in Hong Kong

By: Chong, King Man Eric; Davies, Ian; Pao, Shun Shing

Document Type: Journal Articles

Source: Citizenship, Social and Economics Education, 19(3), 211-227, 2020

Year published: 2020

Publisher: Sage Publications Ltd.
This paper analyses the learning impacts of a social justice learning unit, which was implemented through three lectures in each of two undergraduate teacher education courses in 2017/18 across two semesters. The design of the unit allows for social inquiry and experiential learning in the undergraduate curriculum. A sequential mixed-methods design was adopted, with pre and post questionnaire and interview data gathered from undergraduate students. We argue that learning and applying social justice concepts through group inquiry and other learning activities on social justice related issues, together with an experiential learning site visit, can facilitate the development of understanding of both the concept and application of social justice, a positive perception towards ethnic minorities and a desire for further learning and engagement in the community. This study would be useful for any university educators who want to teach about and for social justice in ways that may help students to develop an increased willingness for community service. Copyright © 2020 The Author(s).

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81. Classroom discourse analysis as a tool for exploring ethical tensions in a critical teaching

82. 「特殊教育需要統籌主任證書課程」課程內容規劃及推行進程

83. 知識管理計劃書：以協同行動研究，建立學習社群

84. 特殊教育統籌主任證書課程簡介：課程目的、內容與結構

85. Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the covid-19 pandemic: JET

86. Consolidating pre-service teachers' metacognition of online dialogue through visual methods: A Hong Kong case study

87. Kindergarten Education Scheme in Hong Kong: Policy measures, rhizomatic connections and early childhood teacher education

88. Conceptualising innovation and professional learning in the Hong Kong context

89. Factor structure of multicultural teaching competency scale for school-teachers in Hong Kong

90. Teaching about and for social justice in teacher education in Hong Kong

Current Folder

Search for books, chapters, journal articles and reports.

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Education Categories

Authors

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Level

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Document Type

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Period

81. Classroom discourse analysis as a tool for exploring ethical tensions in a critical teaching

82. 「特殊教育需要統籌主任證書課程」課程內容規劃及推行進程

83. 知識管理計劃書：以協同行動研究，建立學習社群

84. 特殊教育統籌主任證書課程簡介：課程目的、內容與結構

85. Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the covid-19 pandemic: JET

86. Consolidating pre-service teachers' metacognition of online dialogue through visual methods: A Hong Kong case study

87. Kindergarten Education Scheme in Hong Kong: Policy measures, rhizomatic connections and early childhood teacher education

88. Conceptualising innovation and professional learning in the Hong Kong context

89. Factor structure of multicultural teaching competency scale for school-teachers in Hong Kong

90. Teaching about and for social justice in teacher education in Hong Kong

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