Individuals with higher financial capability not only have more savings, fewer debts and better lives after retirement but also exhibit higher life satisfaction, fewer depressive symptoms and more prosocial behaviours towards others. Unsurprisingly, financial capability has been regarded as one of the most important ‘life skills’ by parents, educators, spouses, employers and the community. Therefore, integrating financial capability into formal school curricula and students’ learning journeys is important. Existing practices have emphasised the relevance of saving and spending to financial education but distinguishing between investment and speculation and sharing and donating has been gaining attention from educators. Most existing programmes, international or local, have been limited because they have focused relatively less on (a) the behavioural aspect of financial capability (e.g., how to save and how to control impulse buying), (b) the pedagogical approach to engage younger children and support their learning and (c) whether they were able to improve the financial knowledge, attitudes, behaviours and self-control and gratitude of the recipients. To date, no financial education programmes have been designed for and evaluated with primary school students in Asia, much less Hong Kong. The goal of this dissertation was to develop a programme that was comprehensive in content, suitable for younger children and effective in improving children’s financial capability in terms of their knowledge, attitudes, skills and behaviours. The programme was called ‘The 4S Programme’ because it targeted effective saving, wise spending, distinguishing between speculation and investment and sharing. The programme consisted of 10 sessions of 60 minutes, equipped with a wide range of interactive pedagogical activities, including discussion, games, role-play, case studies and experiential learning activities. The programme was also equipped with simple, take-home worksheets that involved

隨著二零一五年《施政報告》發佈，香港教育業界開始關注STEM（科學、科技、工程及數學）教育﹔然而，業界的討論主要聚焦於中小學教育，尚未觸及幼稚園處境。事實上，數學與自然科學是本地幼兒教育不可或缺的學習範疇，個別辦學團體及幼稚園已試行STEM教育活動，以培育幼兒的探索與科學精神。為了探討STEM在香港學前教育的出路，本文將運用質性研究方式，以五位幼兒教育工作者的個案訪談為基礎，透視在本地幼稚園推行STEM教育活動時的挑戰，並探討當中給予業界的啟示。 Copyright © 2018 香港教師中心.

This paper aims to investigate the effectiveness of Halliday’s Sydney School genre-based approach in teaching Chinese written composition to South Asian ethnic minority students in Hong Kong. Chinese language, with its heightened status in Hong Kong, holds a key for South Asians with low socio-economic status to obtain upward mobility (Shum, Gao, Tsung, and Ki, 2011). However, South Asian ethnic minority students, as a disadvantaged group of second language learners, lack sufficient parental and institutional support in Chinese language learning. The genre-based pedagogy derived from Halliday’s Systemic Functional Linguistics (SFL) was applied in this study to improve Chinese language performance of South Asian ethnic minority students for a better chance to participate in mainstream society. The SFL approach is primarily concerned with language choice in social situations and has been widely applied in sociolinguistics (Hyland, 2007, 2012). Its latest model in language teaching methodology, the ’Reading to Learn, Learning to Write’ (R2L) pedagogy, is a genre-based teaching strategy which is designed to guide students to experience different levels of language through extensive classroom reading and writing activities with selected texts. The current study is intended to extend the approach to teaching and learning Chinese as a second language. The employment of genre-based pedagogy aims to support South Asian students with their learning of Chinese written composition in the senior secondary curriculum. The Chinese teachers involved were first provided with appropriate training in the genre-based approach to language teaching focusing on the genres of Narration and Explanation. Research data were collected while the teachers began to use the genre-based teaching approach, by means of pre-and post-tests after and before genre instruction. Text analysis based on SFL was then employed to analyze the students’ written composition in both pre-and post-tests in order to understand

Drawing on Lemke's (1990) “thematic patterns” theory, this research proposes a “Concept + Language Mapping” (CLM) approach and tried it out in an English Medium Instruction (EMI) biology classroom in Hong Kong. Lessons were observed and samples of student work were collected during the intervention with student/teacher interviews conducted afterwards. A quasi-experimental design was also adopted to estimate the impact of the CLM approach. The analysis indicated that CLM facilitated the development of both content and language knowledge.

Although visual arts teachers have free access to high quality online artwork images offering them immense teaching resources, making meaningful use of them remains a pedagogical challenge. During the COVID-19 pandemic, the transition from face-to-face to online teaching caused an immediate need for teachers to enhance their digital competencies and technological capability for planning and delivering a blended art curriculum. Herein, I propose a ‘teacher-curator pedagogy’ via a study in six primary and secondary schools in Hong Kong to assess its effectiveness. The study took place in the academic year of 2021-22 with 331 student participants. The proposed pedagogy puts visual arts teachers in the role of ‘digital curators’ who create virtual exhibitions for teaching art appreciation and artmaking. This paper addresses the theoretical framework, implementation strategies, and the results of the study highlighting its effectiveness, impact and limitations on teaching when using teacher-curated virtual exhibitions in both physical and virtual learning contexts. It was found that the technological capacity and confidence of the teacher participants was enhanced through the use of online resources and virtual exhibition tools. Making use of the 3D presentation of exhibits in themes and context through digital content curation, the teachers engaged students with deep interaction through the blending of online and face-to-face teaching. However, the proposed pedagogy was limited by the high demand of training and preparation work, hardware and software support, and difficulties in assessing and monitoring learning beyond class. Copyright © 2023 The Authors.

Adopting the theory of planned behaviour (TPB), this sequential mixed-methods research investigates Hong Kong kindergarten teachers’ reported beliefs and practices regarding early visual arts education (EVAE). The qualitative part (Phase 1) is an interview study of 19 kindergarten teachers in two focus groups, aiming to develop a conceptual structure of teachers’ behavioural, normative and control beliefs. The quantitative part (Phase 2) is a survey study of 243 teachers from the randomly sampled 21 kindergartens regarding their EVAE beliefs and practices. Most teachers believe in child-centred teaching while practising teacher-directed instruction and support creativity while delivering closed-ended instruction. Four influential factors are identified to account for this gap: (1) practising child-centred pedagogies as a result of behavioural beliefs; (2) undervaluing visual arts as a result of normative beliefs; (3) instructing children directly as a result of normative beliefs; and (4) delivering subject knowledge in studio teaching as a result of control beliefs. These findings imply that Hong Kong kindergarten teachers struggle between two approaches and suffer from a lack of support from educational authorities and society. There is an urgent need to develop appropriate practices for visual arts education in Hong Kong kindergartens. Copyright © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This study analysed the content of 30 in-service primary school music teachers’ lesson plans for mobile music creation during a 5-week professional development course from 2019 to 2022 in Hong Kong. During the course, the teachers were taught by the researcher on how to use the mobile application GarageBand in their instructional design for classroom music teaching. Various mobile learning pedagogies were discussed during the course to facilitate listening, performing and creating in music teaching and learning. As a learning outcome of this course, the teachers were asked to upload their lesson plans to the Knowledge Transfer website to exchange ideas for further discussion and professional sharing with other in-service teachers from their respective schools. The purpose of this study was to provide an analysis of their teaching plans based on previously published research on mobile learning and motivation. This study aimed to a) deepen the understanding of music lessons in mobile music creation, and b) analysing the lesson plans and suggesting how different teaching strategies and approaches can be used in classroom teaching. Based on the results of the study, a pedagogical model is proposed as a reference point for knowledge exchange in the research and practice of music education. Copyright © 2023 The Author(s).

The integration of generative artificial intelligence (AI) in English language teaching presents opportunities and challenges for instructors. This study explores the attitudes of higher education English language instructors towards generative AI tools, their intentions to use them and the institutional support and professional development necessary to teach and learn with them. As the field continues to evolve rapidly, it is essential to comprehend the readiness of front-line language instructors. This qualitative interpretive study seeks to identify the digital competencies and pedagogical knowledge required to implement generative AI in education and provide guidance for the design of professional development programmes that address the challenges and concerns associated with adopting AI. Drawing on semi-structured interviews with twelve instructors at a higher education institution in Hong Kong, the findings reveal the significance of familiarity and confidence with using AI-driven teaching tools, the challenges and concerns language instructors face and the need for tailored support and professional development. The study offers ten practical implications to cultivate language instructors’ digital competencies, pedagogical knowledge and positive attitudes towards integrating AI to enhance their students’ learning experiences. Copyright © 2023 The Authors. Published by Elsevier Ltd.

Reading is a multidimensional process that has evolved through history to adapt to accommodate environmental changes. Today, reading continues to evolve to meet the demands of globalization. The study examined the complex connection between curriculum, teachers, and students. To explore and research the relationship between stakeholders in the English reading curriculum, primarily policymakers, teachers, and students. The author selected English reading education for Hong Kong secondary students as a case study. Current and prior literature suggests that English reading to English Second Language Learners (ESL) focuses on the general perceptions and motivations of ESL learning and teaching. However, minimal research focuses on Chinese learners' self-perception of ESL reading, teachers’ beliefs and practices, curriculum interpretation, implementation, and intent. Therefore, examining, understanding, and identifying the relationship between Curriculum Intentions and Classroom Realities is essential.The objective of the study was threefold (1) to find the relations between learning and teaching and the perceptions of students, (2) to identify teachers' interpretations of the English reading curriculum and how their beliefs and classroom practices could affect the implementation of curriculum, and (3) the alignment of ESL reading lessons prescribed by the Education Bureau of Hong Kong policymakers and the teachers’ implementation in class.There were 250 junior form students participants and 24 English teachers. Questionnaires, semi-formal interviews, lesson observations, and focus group discussions were employed for data collection.The results highlighted four themes around the area of (i) teachers' efficacy of curriculum interpretation, (ii) challenges affecting beliefs and classroom practice for the implementation of curriculum, (iii) students' understanding of the intent of curriculum, and (iv) the misalignments of curriculum intentions and classroom realities. The points

本文以香港教育大學中國語文教育榮譽學士課程的沉浸（ImmersionProgramme）課程為例，介紹、檢測、反思香港中文教育准教師的跨學科體驗式學習成效，以期為新常態視角下的國際中文教育的跨學科理論與實踐和師資培訓提供參考依據。沉浸課程包括普通話研習、學科專題研習、學校體驗和文化考察等四個跨學科學習範疇。本文採用評核成績、反思報告和問卷調查等方法研究沉浸課程的學習成效。研究發現，參與沉浸課程的准教師除了普通話有一至兩個等級的進步，更在解決問題能力、批判思考能力、創造性思維能力、語言溝通能力、社交能力、倫理決策、全球視野、積極的價值觀念與心態等7個現代社會需要的共通能力有所提升。由此可證，以跨學科理論指導規劃體驗式學習能夠取得超越預期的學習效果。 Copyright © 2023 The British Chinese Language Teaching Society.