Rapid changes in the external environment of education in Hong Kong, such as recent cuts in government funding and the increasing complexity of human and social problems in general, demand new ways of learning and teaching in social work, and particularly in the field practicum. The dominant method in teaching instrumental problem-solving involves the application of rigorous and scientifically tested and derived methods that is, technical rationality. This epistemological approach is, however, a misplaced model when dealing with human interactions in the context of social work practice. Practice wisdom is practical moral knowledge. In the living of one's life, practice, experience, moral deliberation, and reasoning also come along, and these become important aptitudes of the practitioner. Currently, the discussion of practice wisdom in social work education is limited, confined solely to conceptual analysis. Here, a four-dimensional framework for the epistemological understanding of practice wisdom is developed, based upon a range of scholars' views of practice wisdom. These four dimensions are Moral Reasoning Cognitive Knowledge, Agential Objective, Interactive Isolated, and Fluid Static. This research explores how practice teachers exercise pedagogical practice wisdom, specifically, the four features of practice wisdom namely the interplay of Moral Reasoning and Cognitive Knowledge, Agential Nature of knowledge, Interactive Process of knowledge generation and Fluid Status of knowledge, in practice teaching for pedagogy development. Practice teaching here is equivalent to fieldwork supervision.; The theoretical framework employed here utilizes Stenberg's (2010) didactical triangle to capture the data and analyze the relations that develop among the different features of practice wisdom. The key findings, which relate to the substantive contents of the four features and its dynamic operation among individual practice teachers, are discussed. It is discovered that practice

The development of creativity is parallel to the development and evolution of our culture and society, and researchers see creativity as the ultimate goal of education. Educators and researchers of design education believe that creativity can be developed in Design and Technology (D&T) classrooms at the secondary school level, as the design process in D&T relies on the development of novel, useful, and appropriate ideas. D&T is one of the best platforms to foster creativity, as it lends a kind of creative experience in realising objects which is distinctive from other subjects. However, the value of D&T at the secondary school level in Hong Kong is underestimated by the Hong Kong government, school administrators, teachers, parents, and other stakeholders. If creativity is important in education, there is no reason to neglect a subject which can foster creativity. This study investigates creativity and its roles in design education at the secondary school level. Its objectives are (i) to review and investigate how teachers, students, and policymakers understand creativity, (ii) to understand the practical issues in the design education classroom or school, (iii) to suggest possible methods for teaching creativity in design education, (iv) to identify the roles of creativity in design education, and (v) to identify the issues related to the cultivation of creativity in design education. Discussions of creativity are often related to four different areas: product, process, person, and environment. This study investigates these areas using a data triangulation approach. It begins by examining 46 exemplar design projects and their artefacts on the Hong Kong government website and public examination design projects on D&T syllabuses from 2005 to 2009. Thirteen interviews with Hong Kong teachers, students, and officers were conducted to understand issues of creativity in design education. This study finds that creativity is not fostered to its fullness in D&T. Some perceptions

Internet technology evolution enables the collaboration of Higher Education and Internet technology by increasing the knowledge coverage volume and the speed of information transmission. Higher Education, as a social phenomenon, interacts and communicates with the society in many ways and is regard as a vital force in today's society. E-Learning, as an advanced teaching and learning method of Higher Education, is gathering more and more attention. The evaluation of E-Learning, especially its contribution to Higher Education, thus, is of great importance. This report tries to evaluate the contribution of E-Learning to the Higher Education system, based on a novel and constructive model of Higher Education system by connecting motive, process and performance together in terms of Competence Development. After the Evaluation, analyses have been carried out with each stage of the model, hidden problems are invested, and constructive recommendations are given at the end of the report. Firstly, the importance of competence-development-oriented Higher Education system is addressed and the irresistible trend of E-Learning is introduced; based on the theories of Higher Education motivation, the rules of human development, and the generic models referring to the competence development, a refined model of Higher Education system is established for further research. Secondly, questionnaire survey is distributed in order to obtain correlation and regression among factors being considered, the weight of each factor is calculated as well; stages in the model are illustrated separately by doing specified case studies (investigation, observation, content analysis) in terms of the basic E-Learning activities in the Polytechnic University of Hong Kong (HK PolyU). Thirdly, by analyzing the findings and results, we find that E-Learning, which allows individualized, adaptive and collaborative learning, also reflects some myths and problems. Constructive recommendations have also given afterwards