In polarized and pluralistic societies, schools are critical for nurturing students towards becoming informed, active citizens. This study of 18 school staff (teachers, principals and vice-principals) at six secondary (high) schools showed three paradigms through which they cultivated students to become good citizens while navigating media influences. School staff in the laissez-faire paradigm were facilitators that emphasized knowledge, social concern, and conservative characteristics of “good citizens.” By contrast, staff in the mediate diversity paradigm inform students and share balancing information from other perspectives. Lastly, staff in the school mission paradigm support student engagement in citizen responsibilities and political processes. All staff reported that media influenced students’ values and perspectives, and sought to reduce students' confirmation bias by fostering their critical thinking skills and media literacy. Understanding how school can nurture citizens can inform instruction and policies. Copyright © 2021 CESHK.

This thesis explores multiple relationships among school missions, developmental programs, and the spiritual well-being of students and teachers at 5 Hong Kong secondary schools in which only 3 schools namely an Anglican school (School A), a nonreligious school (School B), and a Catholic school (School E) were selected for further case study according to their quantitative results and school management approval.A mixed methods approach was applied to examine these relationships. A quantitative instrument, the Spiritual Health and Life Orientation Measure, was adopted to assess the spiritual well-being of 2,125 students and 96 teachers. Statistical results revealed that students from School E showed the most highest level of spiritual well-being, followed by School A and then School B, with significant differences observed among the three schools. Teachers’ spiritual well-being were also ranked in the same order of School E, School A and School B but the differences were not significant.A qualitative investigation involved a textual analysis of school documents including the guidelines of school sponsoring bodies and the schools’ mission statements (first-order documents), as well as their school development plans and annual plans (second-order documents). Individual interviews with principals and teachers (n = 21), focus group interviews with senior students (n = 31), and school visits for ethos observations were conducted to identify daily practices and real interactions indicating the influence of developmental programs, teachers’ values, and the schools’ mission statements on the nurturing of the students’ spiritual well-being.The content of developmental programs was found to be closely related to the content of the schools’ mission statements and the values of the schools’ sponsoring bodies. Positive relationships were observed between the number of developmental programs at the schools and the students’ level of spiritual well-being. For all 3 schools, both the

Although extracurricular music activities are common in Hong Kong, private music teachers’ perceptions of children with autism spectrum disorder (ASD) are underexplored in research in this context. This study examined private music teachers’ knowledge of ASD and their attitudes toward students with ASD in Hong Kong, and the relationship between these two factors. The study collected data from a questionnaire survey (n = 200) and eleven individual interviews. Unexpectedly, the findings showed that the teachers had a good understanding and a marginally positive perception of ASD, despite some anxiety about teaching students with ASD. Furthermore, knowledge of and attitude toward ASD were positively correlated. Teachers with previous training in special education needs had a better understanding of ASD and a more positive attitude toward ASD than those without related training. These results imply that further formal and public education could promote acceptance of and equal learning opportunities for students with ASD. Copyright © 2021 Springer Science+Business Media, LLC, part of Springer Nature.

自2001年起，香港特別行政區政府推出一系列大型課程改革，至今已近二十年。現在正是適切時間檢討，以尋找未來的改革方向。校長和教師是重要的持份者，他們同時掌握具體的前線情況，因此了解他們對課程改革現狀及未來發展的看法非常重要。本研究採用聚焦訪談及問卷調查方法，收集了超過1,000名教師和校長的觀感及看法。研究發現，課程改革帶來了教學法、學校自評文化和觀課文化的改變，但未能全面達致改革的大部分目標。改革亦帶來了一系列問題，例如教師工作量增加和學習差異擴闊等。如要為將來尋找更好的發展方向和策略，教育當局必須進行更全面、更有系統及深入的研究，而本研究展示的數據和理據可作這全面檢討的起點。Copyright © 香港中文大學. 香港教育研究所.

Much research has been conducted to investigate the impact of work environment on academics’ job satisfaction. However, little is known about what contributes to academics’ job dissatisfaction. Job satisfaction and job dissatisfaction are two distinct entities because a lack of job satisfaction cannot be simply equated with job dissatisfaction. This research investigated the mediating role of academic self-efficacy in the relationship between perceived work environment and job dissatisfaction. Participants were 547 academics from the 8 University Grants Committee-funded higher educational institutions in Hong Kong. Results show that academics’ perceptions of their work environment (including their perceptions of institutional expectations regarding research, university governance and management, and working conditions) statistically predicted job dissatisfaction both directly and indirectly through academic self-efficacy in research and teaching, irrespective of age, gender, academic rank, institutional ranking, and primary academic discipline. The findings enrich the literature concerning perceived work environment, academic self-efficacy, and job dissatisfaction. At the same time, they establish a meaningful link among the fields of psychology, higher education, and career development and have practical implications for academics and university senior managers and, most likely, for senior leaders in other occupations. Copyright ©American Psychological Association.

Hong Kong, as a capitalist society, has an achievement-driven education system. Visual arts have become a marginalized learning area, especially in early childhood education. Although 'art and creativity' is one of the six learning domains for early childhood education in the kindergarten curriculum guide in Hong Kong, product-oriented and craft-based art activities are commonly practiced in kindergarten classrooms. This study observed 33 classrooms and interviewed 29 teachers for a total of 409 minutes to discuss issues surrounding the early childhood art curriculum in Hong Kong and the difficulties teachers face responding within the context. Through the triangulation of observations, interviews, and documentation analysis, the teachers indicated that they are facing a dilemma regarding teacher-directed and child-centred orientations towards teaching children visual arts. To sustain the 'third space' of early childhood visual arts education, three main areas are considered: (a) introducing visual arts as an alternative narrative in early childhood curriculum, (b) considering that children's creative behaviours are performative, and (c) positioning teacher education in relation to the visual arts. Copyright ©Routledge.

Integrated writing skills that emphasize integrated use of language skills and multiple source materials have attracted increasing attention in language education globally and locally in Hong Kong. This study examines teachers’ conceptions of integrated writing skills and interviewed twenty-five Chinese language teachers. Three conceptions emerged from the data, representing writing as a composite of disconnected parts (Category1), a logical inquiry (Category 2), and a developmental process (Category 3). As the categories move up, the alignment between teachers’ conceptions and the curriculum objectives increases accordingly, with the purpose of writing instruction ranging from fulfilling examination requirements, enhancing reasoning skills, to developing integrated use of language skills. The findings also reveal that although the development of integrated writing skills has been a critical component of the Chinese language curriculum since the first public examination in 2007, teachers’ receptivity toward it still varied greatly. Insufficient professional training, the legitimacy of integrated writing as a curriculum component, and the fossilization of the public examination were the factors that accounted for the differing attitudes among the teachers. The discourse of integrated writing in the Hong Kong context has been centered around high-stakes testing. The unbalanced discourse resulted in an oversimplified view that conflated the teaching and learning of integrated writing with integrated writing assessment. The study contributes to the conversation between integrated writing curriculum, instruction, and assessment. Implications for teacher professional development are discussed. Copyright ©Springer Netherlands.

Internationalisation of the curriculum (IoC) is on the agenda of many higher education (HE) institutions worldwide. Typically seen as associated with a top-down strategy, IoC often meets resistance from university teachers, many of whom struggle to understand its relevance to teaching practice. This phenomenographic study investigates university teachers’ conceptions of IoC. Five conceptions ranging in sophistication have been identified. The least sophisticated focuses on making the curriculum content internationally relevant, whereas the most sophisticated centres around developing self-awareness, awareness of others, and a change in mindset in students. The latter is realised by embracing reflexivity and criticality and, more importantly, utilising societal and political issues as learning opportunities for identity development. Situated in the Hong Kong context, the findings not only suggest the need for teachers to shift their focus from curriculum content to value-based development but also for educators to reflect on their role in helping students to reconcile their identity in relation to their counterparts regionally and globally. Copyright © Springer Nature B.V.

The number of teaching assistants (TAs) working in mainstream schools has soared in recent years as students with special educational needs (SEN) are integrated into regular classrooms. However, research on TAs is rare. This study investigated whether and how work engagement mediates the relationship between self-efficacy and job satisfaction among 292 Chinese TAs working in Hong Kong mainstream schools. Survey data were analyzed using partial least squares structural equation modeling (PLS-SEM). Supported by the social cognitive theory of self-efficacy and self-determination theory of work engagement, our results showed that TAs' self-efficacy is positively related to their job satisfaction through the mediation of work engagement. Implications for an appropriate focus on enhancing TAs' self-efficacy through classroom experiences and training courses are discussed.
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"Content and Language Integrated Learning" (CLIL) aims at enhancing both the academic language awareness and academic content awareness in teachers. Such a special curriculum approach necessitates that teachers' pedagogical content knowledge (PCK) consists of distinctive categories and domains that are different from either the PCK of teachers of content subjects (e.g., mathematics, sciences or liberal studies) or that of language teachers (e.g., SLA/L2 education). Drawing on the frameworks of studies on PCK (Grossman, 1988, 1990; Shulman, 1986, 1987; Tsui, 2003) and Teacher Language Awareness (Andrews, 2003; 2006; 2007), this research starts with the assumption that effective representation of subject content in L2 English demands PCK that goes beyond simple addition of the subject matter knowledge and the pedagogical knowledge of both subject content and the English language. Such PCK inevitably involves the integration of other knowledge and skill domains that are unique to the CLIL context. More importantly, how does teacher identity change interact with change in the teacher's pedagogical content knowledge? When does a content teacher start to see him/herself also playing the partial role of an academic language teacher, and when does a language teacher start to see him/herself also playing the partial role of helping students to learn academic content? Through ethnographic case studies, this research explores the CLIL PCK as well as the CLIL teacher identity change in three content teachers (in science, mathematics, and liberal studies) as well as two English language teachers. All of them have enrolled in a part-time Master of Education programme specializing in CLIL in Hong Kong schools. The study examines and explores the transformation of the teachers' PCK as well as their identity during their participation in the teacher education programme. The implications on our understanding of the teacher knowledge base of CLIL as well as its impact on teacher identity