Using Deleuze and Guattari's concept of rhizome, this study examines the key measures of the Kindergarten Education Scheme introduced by the Hong Kong government in 2017 after a large‐scale advocacy movement. It argues that these measures have expanded the power of the neoliberal imaginary through producing an enhanced market apparatus and an apolitical teaching profession. The neoliberal expansion reflects the manifestation of different kinds of rhizomatic connections to reterritorialise the field. This study calls for the rethinking of teacher educators’ ethical responsibility in addressing the complexity of teacher work frequently neglected by policy and the policy/practice divide in teacher education. Copyright © 2020 National Children's Bureau and John Wiley & Sons Ltd.

This study investigates the socialization and professional experiences of primary school physical education teachers (PSPETs) in the Asian context of Hong Kong. A qualitative research design is adopted. The researcher used semi-structured interviews, supplemented by documentary sources (diaries) for conducting data collection. Eleven PSPETs participated in this study. Data were analysed through open axial and selective coding. The concepts of organizational sensitivity, sources of satisfaction, dealing with influential persons or critical incidents, status of the profession, educational reform as a trend, and versatile roles are revealed in the theory of 'Diversified Professionalism'. The substantive theory thus contributes to an increased appreciation of the PSPETs' work and to the literature on physical education teachers' professionalization and professionalism.
[Copyright of Teachers and Teaching: Theory and Practice is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13540602.2014.881643]

This paper provides a co-director's and co-author's review of and commentary on research carried out with Maurice Galton over the past decade. Its principal focus is the burden that recent education policies and ascent of a deleterious culture of performativity have inflicted on teachers' professional and domestic lives. It reports on four studies conducted for the National Union of Teachers (NUT) and two books: Teachers under pressure and Re-inventing schools, reforming teaching. The latter offers alarming, if not surprising, insights into the process of national policy-making. It goes on to relate mutual experiences of recent work in Hong Kong and draws attention to Maurice Galton's contributions to education internationally. The keys to this paper, however, are the persistence, perspicacity and Maurice's personal concern for teachers and children, that have enabled the insights and injustices uncovered in these studies to be published.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0305764X.2011.607152]

Hong Kong adopted the principles of School-based Management (SBM) as a basis for initiating its project of "School Management Initiative" (SMI) in 1991, and imposed the SBM scheme in all primary and secondary schools in 2000. An essential feature of the scheme is the requirement of all schools to produce an Annual School Plan to guide its activities during the year so as to ensure more systematic planning and evaluation of programs of activities in schools and to report their performance. The author has been invited to provide related consultancy services in many primary and secondary schools since 1998. A postal survey was carried out in late 2001/2002 to identify a number of issues related to the implementation of annual school plans in Hong Kong primary and secondary schools. A total of 1,251 questionnaires filled in by teachers were collected from 36 primary and 27 secondary schools. This paper presents some of the difficulties encountered by school teachers in their writing up and implementation of annual school plans as identified through the author's consultancy work and the written responses in the questionnaires, and describes some useful techniques introduced to schools that were being practised and found to be useful. It was found that it usually takes one planning cycle (one year) of experience together with proper staff training and guidance before school teachers really get the confidence of implementing school planning.
一九九一年，香港按「校本管理」原則推行「學校管理計劃」。「校本管理」概念更於二○○○年在各中小學全面執行。「校本管理」精髓在於要求所有學校制定周年計劃書，以釐定學校在該學年所舉辦的活動，確保校內各項活動及計劃的策劃及評估工作均能有條不紊地進行，並就其表現作出匯報。
作者自一九九八年起獲邀出任多間中小學之校本管理計劃顧問。並於二○○一年底至二○○二年間，以郵寄方式向香港各中小學教師進行問卷調查，以探討推行學校周年計劃所引起的一些問題，最後成功收回三十六間小學及二十七間中學教師所交回共1,251 份問卷。作者從顧問工作及問卷調查所收取的書面回應中發現，教師在草擬周年計劃書及推行有關計劃時均遇上困難，本文找出其中一些例子並加以論述，同時亦提出一些在學校行之有效的有用技巧。調查發現大部份學校需要一年的策劃週期汲取經驗，再加上教師接受適當的訓練及指導後，方能滿有信心地切實推行學校計劃。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association

This paper presents a qualitative study about how teachers entering the profession at different times over the last five decades made sense of their professional lives and continuing professional development (CPD) experiences against the backdrop of the CPD policy infrastructure and wider educational context in Hong Kong. The life history method was used. The findings of the study show that teachers' self-directed professional development was driven by a commitment to the moral purposes of teaching, characterized by their active agency in professional knowledge construction, and supported by facilitating organizational conditions in schools. The study also reveals that fierce competition among individuals and schools, intensification of work, stress, uncertainty and alienation on the part of teachers evidenced the de-humanizing effects of an increasingly managerialist and market-oriented approach to school education. Implications for educational leaders at policy and school levels and teachers will be discussed.
[Copyright of Educational Review is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/00131910802684748]

This paper describes the development of Learning Study in Hong Kong and analyses the factors that lead to the success and ready acceptance of Learning Study by the school community in Hong Kong. The paper first describes how Lesson Study, as described by Stigler and Hiebert, was brought into the Hong Kong context through a three year project in 2000. It was then further developed and renamed Learning Study to differentiate it from the Japanese Lesson Study. The potential of Learning Study as a powerful tool for teachers' professional development was quickly recognized. Two subsequent projects led to the adoption of Learning Study by over 100 primary and secondary schools in a matter of four years. The success of Learning Study in Hong Kong will be analysed under the following factors: methodology, partnership with higher education institutions, positioning, reform context and culture, and dissemination strategy. Its contributions to pre-service education, teachers' continuing development, research and development in education, and also to improving the status of the profession as a whole are also discussed.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]