There is a general belief that ‘play’ serves a very useful function in the learning and development of young children. It is a vital way through which children reconcile their inner lives with the outside world. It is a central activity in kindergartens and nurseries. ‘Learning through play’ is recommended as the mode of learning and teaching of young children in many countries. In Hong Kong, it was documented in an official education report in 1986 and is the key guideline for the implementation of the aims of early childhood education for the next millennium. However, due to the messy nature and ambiguity in definition, ‘play’ is difficult to realize in the classroom context. A case study of six kindergarten teachers in training was conducted to investigate the issues of the links between the theories and practice of ‘play’. The findings showed immense difficulties in capitalizing the benefits of ‘play’ in practice and a huge gap between the practitioners’ espoused intentions and their actions in classroom. The study highlighted the complex nature of learning and teaching and reflected the need for a holistic reform in education.
[Copyright © 2004 Nova Science Publishers.]

本研究以行動研究方式，探討英文科說話教學的設計與實施對提升學生學習的動機和說話能力的影響。過程中，教師亦反思如何可以透過調整教學策略和選材， 提升學生英語說話能力和自信心。研究對象來自其中一位研究員所任教的四年級學生，資料收集方式包括︰學生填答問卷、深入訪談、課堂錄影、研究日誌、諍友的觀課和分析學生習作。研究發現教師若能夠在教學的過程中不斷反思，因應畢生的特性和掌握程度，調節教學的設訓，有助提升學生說英語的信心和動機。要提高學生講英語的信心，有以下四個重要因素：選取教學活動要切合學生的能力、學生要有自主性、良好的師生的關係和教師對教學工作的投入。研究亦發現適應學生的個別差異，教師要提供多元化的教學設計和給予學生自由繼擇的空問。此外，研究結果亦指出，透過行動研究有助教師的專業成長。
This action research project investigated the effects of a teacher's instructional design and implementation on students' motivation and development in the teaching and learning of English Language speaking skills, as well as the teacher's reflection on the whole process. The subjects of the study were Primary Four students taught by one of the investigators. Data was collected from student questionnaires, in-depth interviews, lesson video recordings, research logs, lesson observations by critical friends, and students' work. The study found that sustained teacher reflection for ongoing instructional adaptations in light of learners' characteristics and progress is conducive to raising students' motivation and self-confidence. Four crucial factors for raising students' confidence in speaking English were identified: instructional activities that match learners' ability; promotion of learner initiatives; a good teacher-student relationship; and teacher commitment. The study has also confirmed the need for flexible and open instructional design in catering for individual differences, and the positive contributions of action research to teachers' professional development.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

The social work profession has always been involved in dealing with uncertainty and risk in the life politics of clients. However, it is not easy for young social work students to translate this philosophical disposition into their real life practice with clients. In spring 2003, when the SARS epidemic broke out in Hong Kong, a group of social work students from the Chinese University of Hong Kong were doing their fieldwork practicum. Suddenly confronted by a collective sense of risk in their role as social workers, the students went through a period of unrest, as performing their helping duties brought with it a simultaneous exposure to personal risk. This paper is based on four focus group interviews with these social work students, to understand how they processed their experience of risk during their exposure to the SARS crisis, and how they connected the experience to their social work practice with clients. It is found that the predicament arising from the exposure to personal risk brought about by the SARS crisis during the students' field placement engendered the reflective process that enabled a renewed and personalized meaning of professionalism. The results provide a basis for reflection among social work educators on the role of risk in the training of prospective social workers, and on how social work education can better prepare students for practice in a high-risk environment.
[Copyright of Social Work Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02615470601081704]