西方研究教育改革及教師發展的文獻，主張從教師個人發展的角度，思考教師在改變教學範式過程中如何建立個人的意義，才能為教師在增進知識與發展能力方面帶來真正的轉變。專題研習為香港教改短期發展(2000-05)其中一項關鍵項目，旨在通過嶄新的學習與教學策略，發展學生的共通能力。本文探討職前教師推行專題研習的實際經驗，闡述他們在個人成長及工作意義方面的發現，藉此突顯教師在推行專題研集過程中所得的實踐經驗，不但是個人的深刻體會，更是教師累積知識及提昇能力的基礎。
In light of existing literature on education reform and teacher development, this paper sees teacher development as self understanding rather than merely as knowledge and skills development. Based on the interviews with pre-service secondary schoolteachers, this paper examines how their experiences as project learning tutors echo the recurrent themes of survival and discovery on the early stage of teacher development. It argues that teacher experience and self understanding is the foundation for further pursuit of knowledge and skills development.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

Reflecting on a personal experience of 'pre-professional' university education and reluctant engagement with Cultural Studies as an academic project, this article examines the now ambiguous role of undergraduate education under neo-liberal management regimes. Arguing that a 'new class politics in knowledge' is emerging with the transnational policy-sharing and international student exchange schemes with which diverse governmental cultures are responding to globalization, Morris suggests that the undergraduate classroom is becoming a 'frontier' of struggle over the future. Teaching cultural studies to undergraduates in a liberal arts environment is one way in which the discipline's emphasis on local knowledge can be put to institutionally creative uses.
[Copyright of Inter-Asia Cultural Studies is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/14649370802184775]