Competence to work in schools is an important dimension of professional competence, although it is often a neglected dimension of teacher development. This article reports a qualitative study that examined student teachers’ learning experiences in initial teacher education (ITE) in relation to competence to work in schools. In-depth interviews were conducted with 12 student teachers on an undergraduate ITE programme in Hong Kong. The findings of the study show that competence to work in schools is characterised by student teachers’ deep contextualised learning. In addition, it offers a deeper understanding of this competence in the ITE context by identifying its three facets, namely understanding of the micro-political realities of schools, social capital building and social strategies. The study provides insights for ITE and schools to support student teachers’ development of their competence to work in schools, including the design of ITE curricula, ITE processes and co-curricular activities in undergraduate studies. Moreover, it suggests the importance of developing schools as growth-fostering and positive micro-political sites for ITE fieldwork and teacher induction.
[Copyright © 2016 Taylor & Francis.]

This article reports the results of a case study involving two ethnic Chinese students, one from Malaysia and one from Indonesia, who chose to pursue higher education in Hong Kong. By placing the students at the centre of an investigation of the social, political, economic and educational contexts of their home countries and host territory, the study sought to gain a holistic understanding of cross-border mobility. The findings suggested that the students’ personal backgrounds and dispositions mediated the external push-pull factors involved in their decisions. The data showed that the two students’ cross-border mobility allowed them to redefine their ethnic identities and create global academic and professional identities. The implications of the purposes of cross-border mobility and methods for examining student mobility are discussed.
[Copyright © 2016 Springer Science+Business Media Singapore.]

This paper reports on a pilot study research conducted at the Hong Kong Institute of Education (HKIEd) with student teachers and their teaching practice supervisors. Difference between supervisory discourse of native speaking (Cantonese) and non-native speaking (English) supervisors are explained using a Student Mediation Model to explore how Cantonese students learn from their English speaking supervisors. The research focuses on the nature and quality of student-supervisor discourse to determine whether what is perceived is what is intended. The results may be a model of staff development. Theories of Communication, Semiotics and Symbolic Interaction, as well as interpersonal and intercultural theories are also applied to the model. A survey of HKIEd students in spring 1996 revealed their need to be briefed on the communication style impact of non-native speaking supervisors. If there is misunderstanding between student expectations and supervisory behaviour a need for staff development for supervisors would be indicated. Staff development research indicates that successful implementation calls for staff development for the supervisors. Early analysis of the data has begun to reveal that there is indeed a difference and dissonance in what the students receive related to what the supervisors are sending. Continuing analysis will occur over this summer with a full report for the conference.

Understanding student teachers’ development of conceptions of teaching and learning is critical for teacher educators. Drawing from the findings of a four-year longitudinal study in Hong Kong, this paper examines the trajectories of the student teachers’ changing conceptions of teaching and learning approaches throughout their undergraduate programme. Three types of trajectories: guided touring, experiential detouring and self-guided touring, as the changes in both conceptions of teaching and learning approaches, are presented. The results suggest that three factors: faculty, learners’ attitudes towards learning and ability to integrate different learning resources, influenced the development of the student teachers’ trajectories. This study adds to the international body of knowledge on the interconnected development of conceptions of teaching and learning approaches. The paper concludes with the implications for teacher education.
[Copyright © 2015 Taylor & Francis.]

From the perspective of a teacher education institution, the most important partner to work together is certainly the school itself. In fact, the partnership between tertiary and schools has received considerable attentions from teacher educators and policy makers since the late 80s. In Hong Kong, recent developments in teacher education programmes have also placed increasing emphasis on establishing links with the school sectors. This paper reports a pilot study of the Honorary teaching Adviser (HTA) Scheme, which seeks to involve school teachers to support the professional development of participants on pre-service and in-service initial teacher education programmes for cultural and technology subject teachers. The research aims to compare, between pre-service and in-service initial teacher education, the supporting strategies adopted by the HTA to facilitate student teachers' professional learning and the mode of team teaching and professional dialogues engaged in by the student teachers and the HTA. Views of the stakeholders including school principals/school co-ordinators, Institute supervisors and Honorary Teaching Advisers towards the partnership are solicited. Finally, issues and challenges in the HTA Scheme of pre-service and in-service initial teacher education programmes are identified for future implementation.

Whilst institute-school partnerships have been investigated extensively as potentially valuable routes for the professional preparations of student teachers (Booth, Furling and Wilkin, 1990; McCullough and Fidler, 1994), considerably less is known as to how co-operating teachers/ teaching advisers process their roles and the nature of effect of their dynamic relationships with student teachers on their own professional lives. This paper attempts to present the voices of four teaching advisers who participated in the Honorary Teaching Adviser Scheme of an initial teacher education programme in Hong Kong. Data collected through semi-structured interviews, lesson observations, and post-observation conferences present a general picture of the challenges and promises of the Scheme as perceived by the teaching advisers on their own professional growth. Findings point to the need for re- envisioning the full potential of mentoring in teacher preparation and continuing professional development. Data from a previous study will also be contrasted to illustrate teachers' progression from resistance to readiness to assume an expanding role in teacher preparation. The paper will conclude with suggestions for fostering an effective and productive professional learning experience for both student teachers and teaching advisers.

The relative contributions of higher education and schools, and hence the conceptual and practical aspects of ITE, to student teachers’ professional learning have been an issue of concern in teacher education. This article reports a mixed-methods study showing the relationship between student teachers’ engagement with the practical and conceptual aspects of a Postgraduate Diploma in Education (PGDE) Programme in Hong Kong and different facets of their perceived professional competence. One hundred and thirty-two student teachers participated in the quantitative survey of whom seven were interviewed. The findings reveal that experiences associated with learning the pragmatic facets of professional practice were more valued by student teachers compared to learning the conceptual aspects of ITE. Yet, in terms of relationship with professional competence, student teachers’ engagement with the practical aspects of ITE was related to competence in classroom teaching, whereas their engagement with the conceptual aspects contributed to their mastery of professional knowledge, competence in classroom teaching and competence in interacting with stakeholders. The study illuminates the distinctive contributions of schools and higher education in ITE. While acknowledging the important role of schools in providing a setting for practical work, this study affirms the distinctive contribution of higher education in equipping student teachers with practical and conceptual tools in the preparation of professionally competent teachers.
[Copyright © 2015 Taylor & Francis.]

This paper presents a qualitative case study of student teachers' professional learning in the field experience of initial teacher education in Hong Kong. It highlights the social nature of seven student teachers' professional learning by portraying the field experience context as a socio-professional context. The focus of the study is on student teachers' interaction with the school management, teachers and other staff of the school, their peers as well as pupils. Data collected include interviews with student teachers and school teachers as well as field observation over two years. Four types of socio- professional relationship between the student teacher and the field experience context are identified: detachment; affiliation; engagement and isolation. The implications on initial teacher education are discussed.