The persistent challenges posed by COVID-19 and political unrest have urged teacher educators in Hong Kong to develop innovative strategies in curriculum design, pedagogies, and assessment and feedback practices in the online environment. The challenges in online teaching have also encouraged teacher educators to reflect on their practices and conduct practitioner-based research to enhance their scholarship of teaching, to respond to the changing society, changing schools and diverse needs from students. The crises caused by the pandemic of COVID-19 and political unrest have driven almost all school teachers and teacher educators to exercise various modes of online teaching, which undoubtedly presents the importance of technology-supported teaching and learning in schools and in teacher education. In the post-COVID-19 era, technology will continue to be one of the major driving forces of educational changes. However, a few issues concerning the negative impacts of online teaching have been rarely addressed in the existing literature. In this concluding chapter, we look into three issues that are relevant to online teaching in the post-COVID-19 era. They are virtual teaching and technology-enhanced curriculum, social and emotional learning, and digital divide and inequity. The discussion of these issues provides a basis to suggest the ongoing innovations in teacher education and directions that deserve further research in future. Copyright © 2023 selection and editorial matter, Kevin Wai Ho Yung and Huixuan Xu; individual chapters, the contributors.

In the past few years, the education sector, including teacher education, has encountered unprecedented challenges resulting from the global pandemic of the Coronavirus (COVID-19). In Hong Kong, it was fuelled by protests and campus occupation due to the unstable political situation. Many universities were forced to suspend face-to-face instruction and adopt online teaching. This volume is a response to the global transformation of teaching and learning from the face-to-face mode to the online mode triggered by these challenges, with a focus on teacher education in Hong Kong. This introductory chapter pulls together the narrative of the volume by detailing such challenges and showcasing how the challenges have accelerated the use of e-technology in teaching and learning online. It provides an overview of the chapters included in this volume and discusses how they contribute to the rationale of the volume and the various sections, which include challenges in teaching and learning in times of crisis, curriculum and pedagogical innovations, assessment and feedback practices, and the scholarship of teaching and learning in the teacher education context. Copyright © 2023 selection and editorial matter, Kevin Wai Ho Yung and Huixuan Xu; individual chapters, the contributors.

Self-regulated learning (SRL), defined as a capacity for autonomy and control exhibited by individuals who direct, monitor, and regulate actions towards certain learning goals (Paris & Paris, 2001), has received much research attention over the past four decades (Panadero, 2017). Students’ SRL capacity can be developed in various settings (Kim, 2015) and this paper will report on how a group of primary school students who are from families with a low socioeconomic background have enhanced their SRL capacity through participating in an after-school tutoring program provided by university students. Key influential factors, in the design and delivery of the program, are identified. The study collected data in a youth community center in Hong Kong. The center has provided tutoring service for school students over years. The center has a need to improve their service for students who attend their after-school programmes. The intervention was designed according to Zimmerman's (2000)three phases model. Both implicit and explicit teaching of SRL strategies were incorporated. 18 university students, serving tutors received training before the beginning of the intervention. Twenty three primary school students participated in the programme, completed pre-post questionnaires on self-regulated learning capacity, and attended interviews at the end of each of eight sessions throughout the programme. As the data analysis is on going, more details about the findings will be reported in the conference, if the paper is accepted. Copyright © 2019 ECLL.

With the aim to provide proper educational support for socially and economically deprived students, the present study examined a homework tutoring programme that focused on self-regulated learning (SRL) and implemented at an afterschool setting in Hong Kong. The programme was designed according to Zimmerman's SRL model, integrated explicit and implicit instruction, and took a social psychologist perspective. The findings from multiple sources of data showed that the overall effect of the programme was observed as small to moderate yet the tutees' positive changes in the use of four SRL strategies were reported: managing time, monitoring the use of cognitive strategies in doing homework, maintaining motivation and handling distraction, and arranging the sequence of assignments. The present study confirms the role of SRL-based homework tutoring in the promotion of deprived pupils' SRL capacity. This result may encourage more research efforts in the future to explore proper educational support for deprived students at after-school settings, with an ultimate aim to reduce the gap of inequality in education. Copyright © 2020 ASPE.

This study aims to explore whether university co-curricular courses with embedded service-learning have an effect on students' interpersonal capability development, and how course quality relates to student outcomes. It used a mixed-methods approach comprising surveys and interviews. The survey data show that students' self-perceived relationship management skills improved in all cocurricular courses. Students' perception of their own awareness of others' experiences and feelings, however, was found to have worsened. Course quality was found to be a predictor of both aspects of interpersonal development, suggesting that closer alignment of courses with the recommended quality standards will make them more effective in promoting students' interpersonal capabilities. The qualitative data echo the quantitative findings and reveal that course characteristics, such as meaningful experience, diversity, student voice, and group work, are significant for developing students' interpersonal capabilities.本文旨在探討大學課程中設有服務學習的聯課課程能否促進學生的人際溝通能力，以及課程質素如何影響學習成果。本研究採用混合研究方法，即問卷調查和訪談。調研結果顯示學生自感在人際關係管理能力有所提升，但在察覺他人經驗和感受的能力下降。研究並顯示課程質素能夠預測以上兩項能力的發展，即課程愈能緊扣其質素標準要求，則效能愈高。質性研究也有相同的結果，展示課程的特徵如：有意義的經驗、多元化的體驗、學生的聲音、團隊工作，都是發展有關能力的要素。 Copyright © 2018 HKFYG.

The present study examined how a group of Hong Kong in-service teachers improved their knowledge of how to promote self-regulated learning (SRL) in students when they participated in a teacher professional development program, which was designed according to the principles of Communities of Practice (CoP). A case study method design was employed and multiple sources of data were collected to investigate the teacher participants' improvement in the knowledge of SRL-based instruction. Findings showed that, over the period of six months, most teachers changed their knowledge of SRL-based instruction from providing students with full autonomy in self-studying a topic to strengthening teachers' role in creating a high-SRL classroom environment. Apart from the CoP experience, evidence of students' involvement in learning was also important to change the teachers' understanding of SRL-based instruction. Discussion and suggestions are provided at the end. Copyright © 2019 Elsevier Ltd. All rights reserved.

Identity formation is a major development issue confronting adolescents (Erikson, 1968). By adopting Marcia’s (1966) identity status model and employing part of the Objective Measure of Ego Identity Status, the researcher examined a sample of Hong Kong secondary school students’ identity statuses in the four identity domain areas, say education, career, life-style, and friendship. It was found that 95.9% of the students can be categorized into a particular status, and 31.7%, 25.6%, 20.4%, 22.3% of the students were assigned as diffusion, foreclosure, moratorium, and achievement statuses respectively. Further statistical analysis has been conducted to unpack the relationship between the respondents’ identity statuses and personal characteristics, parents’ influence, and community service engagement. Implications for the enhancement of community service programmes at secondary schools will be discussed at the end.

在英式的學制傳統下，香港的大學以培養專才為重。在三年的大學生活中，大部分學習時間集中在主修的科目上。近年，受到美國大學的影響，大學的通識教育受到重視。334學制的推行，學生學業年期增加了，提供了空間讓大學發展通識教育。由於學制轉變，進入大學的新生所經歷的中學背景也有不同。在這情景下，大學的通識教育的目標應是甚麼呢？