While much of the current teacher training in Hong Kong adopts a knowledge transmission mode, a means allowing more active participation by story telling is introduced in our study. It aims to explore alternatives to the field of local teacher education. Our focus is on promoting learning and professional development among in-service teachers. This paper documents how we enhance the awareness of teachers’ experiential knowledge through story telling, and our reflections on the achievements and limitations in the study. The experience and implications drawn from this study helps us further develop a useful program for in-service teachers.

This study adopted the qualitative and quantitative method in drawing data through a pilot, questionnaire survey and focus interview phases in Tai Po schools. There are 12 influential factors had been identified: School Reputation; Learning Atmosphere; Quality of Teaching Staff; Results of SSPA; Quantity of Homework; Learning Content; School Activities; School Building, Facilities and Resource; Home-School Cooperation; School Location; Recommendations from Other Parent, and Pupils Conduct in Public. At the end of the paper, the author presented two recommendations for practice and further research for school practitioners.

This is a study on the evolution of primary education in Hong Kong as reflected in the various designs of primary schools since 1945. This study also shows the relationship between different designs of school building and the conceptualizations of education that underpin them. Six basic primary school designs or prototypes have been identified since 1945. The rooftop primary schools built in the 1950s set a pattern for decades to come relating to the provision of primary education in Hong Kong. Finally this study contrasts the differences in primary education between the British colonial government and the new Special Administrative Region of Hong Kong Government after 1997 when China resumed her sovereignty over Hong Kong.
本研究乃從1945 年起之香港小學校舍設計進行研究，反思戰後迄今之小學教育發展。本文顯示，不同時期校舍設計以及作為設計根基之教育概念，當中兩者關係。本文將1945 年後之校舍設計或標準，分辦成六種類型。過去五十年，香港小學建校模式可追溯至1950 年代天臺學校。文章最後，比較英國殖民地政府時期及1997 年成立香港特別行政區政府後，在小學教育建設方面之差異。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]