The disruptive effects of this pandemic are predicted to redefine the priorities of continuing professional development (CPD) in the educational sector and reconstruct the identity and role of educators in future educational systems. Accordingly, the primary aim of the proposed research is to critically assess the factors shaping post-COVID-19 identity formation amongst secondary school teachers in Hong Kong to determine the influence of CPD and systemic needs on teacher role perceptions and goal-setting. This study will apply a mixed-methods approach to the collection of quantitative (survey) and qualitative (interview) data from a sample of Hong Kong educators. Through a critical, comparative analysis of these findings and triangulation of the evidence with prior academic theories, a model of educator development and identity formation will be proposed to improve and target developmental support throughout normalisation and post-COVID-19 recovery. Copyright © 2023 Taylor & Francis.

This paper draws on the experiences of nine secondary school teachers in Hong Kong who conducted practitioner research (PR) in their Liberal Studies classrooms. The purpose of the study is to 1) investigate the impact and effectiveness of PR as a teacher professional development strategy and 2) identify effective support from the university team addressing the challenges relevant to an Asia-Pacific context. The study employed a qualitative design. Data were drawn from teacher interviews, meetings between the research team and the teachers, school documents and field notes. Findings suggest that while contextual challenges exist, PR is an effective approach for teacher professional development. Teachers perceived the direct impact of PR as observing the improvement of pupil performance and engagement, and a readiness to adopt new teaching strategies. Teachers also reflected on the benefits of professional development as related to the use of evidence to support reflection on pupil learning and teaching, and redefining teachers’ roles. The findings provide insight into designing effective support and collaborative strategies for PR. With the support of the findings, a feasible approach to PR as a teacher professional development strategy relevant to an Asia-Pacific context is proposed. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.

Following years of pre-service teacher education, novice teachers are often enthusiastic about embarking on the journey in the teaching profession. However, they may not always possess the internal capacity and institutional support to take effective control of their teaching. This paper reports on a case study of the teaching lives of two novice secondary school ESL (English as a second language) teachers in Hong Kong, drawing on qualitative data gathered through individual face-to-face interviews, and supplemented by email exchanges and telephone conversations, over a one-year period. The study investigates how novice English teachers develop their teacher autonomy, and what factors contribute to their development as autonomous English teachers. The paper concludes that novice English teachers in Hong Kong possess the capacity and are also ready for autonomy, and that an invitational, supportive and collaborative school environment plays a decisive role in affording ample opportunities for novices to develop their autonomy in language teaching. The study suggests that novice teachers should become critically aware of the affordances (opportunities, possibilities, invitations, enablements) in their working conditions, and should meanwhile exercise their teacher agency to act on these affordances to pursue their personal-professional development.
[Copyright of Chinese Journal of Applied Linguistics is the property of Foreign Language Teaching and Research Press.]

Background: Bystander cardiopulmonary resuscitation can improve the survival rate of patients with out-of-hospital cardiac arrest. Teaching cardiopulmonary resuscitation in schools by teachers is one of the ways to increase the number of bystanders who can perform cardiopulmonary resuscitation. Nevertheless, there have been no studies on the readiness of teachers in Hong Kong to teach cardiopulmonary resuscitation in their schools. Objective: To assess whether secondary school teachers are prepared to teach their students cardiopulmonary resuscitation. Methods: This was a questionnaire survey. Teachers from 22 local secondary schools were recruited. The questionnaires were designed with questions covering their knowledge about cardiopulmonary resuscitation and attitudes towards teaching their students cardiopulmonary resuscitation. A knowledge score and attitude score were calculated. Result: 557 teachers completed the questionnaires. Most had never witnessed a cardiac arrest and over half of them had never been trained cardiopulmonary resuscitation or use of an automated defibrillator. About 25% of them answered all questions on knowledge wrong. Only 25% supported teaching cardiopulmonayr resuscitation in schools and 32% were willing to teach it. Legal liability was a major concern. Conclusion: Local teachers' readiness for teaching students cardiopulmonary resuscitation in secondary schools is likely poor. More efforts are required to raise their knowledge level on cardiopulmonary resuscitation and instill a positive attitude towards cardiopulmonary resuscitation education in schools.
[Copyright of Hong Kong Journal of Emergency Medicine is the property of Sage Publications Ltd.]

Purpose: The purpose of this paper is to study how reflection affects the teacher change with a focus on teaching practices under education reforms in Hong Kong. Design/methodology/approach: This study adopted narratives as the research design to unveil the contents of teachers' reflection and how the contents affect their change in teaching practices under education reforms. Findings: The study finds that teachers' reflection starts with completion of curriculum ("technical level"), then consideration of students' learning needs ("practical level") and finally, the social justice and equality ("critical level"). The levels of reflection teachers engage have significant influence on their change. The higher the level of reflection teachers have, the more motivated the teachers to explore new teaching practices not only for the learning needs of students in classroom but also for the society outside classroom. Originality/value: This study underlines the value of reflection in the process of teacher change in their teaching practices.
[Copyright of International Journal of Educational Management is the property of Emerald Publishing Limited.]

This study reveals the perceptions of over one hundred Hong Kong teachers who were asked to reflect upon the implementation of Liberal Studies in secondary schools in response to the latest government review of the subject's curriculum. Questionnaire-based surveys and semi-structured interviews were conducted to probe the participating teachers' perceptions and suggestions in such areas as the subject's objectives, content and assessment, with the ultimate goal of tracing the subject's developmental trajectory. The findings indicate that, whilst the teachers appear to have faith in Liberal Studies' objective to develop students into critical and independent thinkers, they feel that the pedagogical challenges with which they have been confronted have influenced their teaching motivation and support for the subject's mandatory status in secondary education. Further, the potential tension between the challenges they have encountered in reality and the ideal outcomes envisaged by policymakers raises the question of how Liberal Studies can move forward in giving teachers a greater role in educational reform. Recommendations for relieving that tension, as well as the findings' implications for future research on curriculum development in Hong Kong and elsewhere, are also discussed.
[Asia Pacific Education Review is a copyright of Springer, 2017]

Despite the common belief that information and communication technology (ICT) has the potential to support certain fundamental changes in learning, few have examined ICT implementation conceptually within a wider context of educational change. Methodologically, researchers are by and large limited to building simple models that accommodate only a single dependence relationship among variables. Framing ICT implementation as a process of interactions among pedagogical and organisational factors in bringing about changes in student learning, this article used data collected from 1076 teachers in 130 primary and secondary government schools in Hong Kong to construct a structural equation model (SEM), from which the authors are able to examine multiple interrelated dependence relationships in a single model. Results indicated that from teacher perspectives, the collegial capacity of ICT implementation strategies played a central and mediating role in effecting changes in student learning, of moving away from a teacher-centred approach to one that is more student-centred. Specifically, ICT brought about these changes in the context of establishing collegiality in fostering pedagogical innovations in schools. Implications for both researchers and practitioners are discussed.
[Copyright of Australasian Journal of Educational Technology is the property of ASCILITE. Full article may be available at the publisher’s website:
http://www.ascilite.org.au/ajet/]

Debate over educational reform in many countries has addressed the question of how to attract and retain teachers. As part of a multiple case study that includes eight beginning English language teachers in Hong Kong, this article offers an in-depth analysis of the experiences of two participants, Christine and Samuel, during their initial year of full time teaching in Hong Kong schools. The data, collected during an entire academic year, suggests that Christine used her experiences of becoming a teacher to justify and reaffirm her determination to pursue a career within English language teaching. In contrast, Samuel's preliminary year of full-time teaching culminated in his decision to leave the teaching profession. A contribution of this study is to explore these very different experiences and outcomes using a framework of teacher identity construction. From this perspective, findings suggest that the participants' engagement in the practices and activities of teaching, their relations with colleagues, and their positioning within different discourses of teaching and learning by their schools as well as by the wider educational environment, shaped their decisions about whether to continue to pursue a teaching career. Implications for attracting and retaining teachers, as well as for future research, are discussed.
[Copyright of Australian Educational Researcher is the property of Australian Association for Research in Education. Full article may be available at the publisher's website:
http://dx.doi.org/10.1007/s13384-012-0067-7]