Background Despite the focus of many global education systems on science, technology, engineering, and mathematics (STEM) education, research on teachers' concerns about this relatively new educational phenomenon remains scarce. Purpose This study used the concerns-based adoption model as the theoretical framework to examine the primary concerns expressed by teachers about STEM education and identified a typology of teachers based on the response patterns of their concerns. Sample A regionally representative sample of 331 primary and secondary school teachers of STEM-related subjects in Hong Kong participated in this study. Design and methods Data were collected from the teachers through an online, self-reported survey. Latent class analysis was used to profile teachers' concerns about STEM education in this study, and multinomial logistic regression analysis was performed to regress the latent class outcome variable on the covariates. Results The majority of the teachers reported high levels of concern at all five stages of STEM education implementation, namely evaluation, information, management, consequence, and refocusing. Latent class analysis revealed three classes of teachers who were extremely concerned (49.1%), considerably concerned (43.5%), or moderately concerned (7.4%) about STEM education. Multinomial logistic regression analysis indicated that the teaching sector (primary or secondary) and participation in STEM education training significantly contributed to the prediction of the latent class outcome variable. Conclusion Given that 96% of the teachers in this study were trained in STEM education through workshops, seminars, courses, and trips, these findings highlight the necessity of designing personalized professional learning experiences for teachers and provide empirically supported evidence to indicate teachers' preparedness and readiness to adopt STEM education as an educational innovation and directions for future research in related areas. This

The present study investigated 69 local Hong Kong English language education students' cross-cultural learning as a result of an Internationalization at Home (IaH) initiative that made use of international students' knowledge of English language education in contexts outside of Hong Kong. An analysis of written responses to open-ended questionnaire items revealed that most students reported acquiring superficial cultural facts related to teaching methods, testing methods, and public versus private education in international contexts; however, some students reflected more deeply on perceived cultural differences by challenging their own prior assumptions about English language education and, as a result, demonstrated cultural humility and enhanced empathy towards teachers in contexts outside of Hong Kong. This research suggests that teacher education programs should consider implementing IaH initiatives that capitalise on international student populations to satisfy program-level cross-cultural learning objectives. Copyright © 2022 Routledge.

Few large-scale studies have examined how prepared early childhood educators feel to teach music and movement to young children. This paper is part of a survey study conducted with 1,019 Hong Kong kindergarten teachers. We investigated their prior music and movement educational experiences (extracurricular activities, pre-service courses, in-service professional development), their perceived usefulness of such experiences, as well as their perceived confidence and readiness to teach music and movement in kindergartens. Differences according to teaching experience and educational qualifications were analyzed. Findings reveal the need to strengthen teachers’ preparation in music and movement, especially among beginning educators. Limitations are discussed. Copyright © 2022 Universidad Complutense de Madrid.

Contributions: The Chinese University of Hong Kong (CUHK)-Jockey Club AI for the Future Project (AI4Future) co-created the first pretertiary AI curriculum at the secondary school level for Hong Kong and evaluated its efficacy. This study added to the AI education community by introducing a new AI curriculum framework. The preposttest multifactors evaluation about students’ perceptions of AI learning confirmed that the curriculum is effective in promoting AI learning. The teachers also confirmed the co-creation process enhanced their capacity to implement AI education. Background: AI4Future is a cross-sector project that engages five major partners—CUHK’s Faculty of Engineering and Faculty of Education, secondary schools, Hong Kong government, and AI industry. A team of 14 professors collaborated with 17 principals and teachers from six secondary schools to co-create the curriculum. Research Questions: Would the curriculum significantly improve the student perceived competence, attitude, and motivation toward AI learning? How does the co-creation process benefit the implementation of the curriculum? Methodology: The participants were 335 students and eight teachers from the secondary schools. This study adopted a mix-method with quantitative data measures at pre- and post-questionnaires and qualitative data emphasizes teachers’ perspectives on the co-creation process. Paired [Formula Omitted]-tests and ANCOVAs, and thematic analysis were used to analyze the data. Findings: 1) students perceived greater competence and developed a more positive attitude to learn AI and 2) the co-creation process enhanced teachers’ knowledge in AI, as well as fostered teachers’ autonomy in bringing the subject matter into their classrooms. Copyright © 2022 The Institute of Electrical and Electronics Engineers, Inc. (IEEE).

Novice teachers often undergo an identity shift from learner to teacher. Along this process, their instructional beliefs change considerably which in turn affect their teacher identity formation. Drawing on data collected mainly through interviews with three novice English teachers for more than one year, the present study examines their first-year teaching experience in Hong Kong secondary schools, focusing on changes of their English teaching beliefs and the impact of these changes on their identity construction. Findings reveal that while the teachers’ initial teaching beliefs were largely shaped in their prior school learning and learning-to-teach experience, these beliefs changed and were reshaped a great deal when encountering various contextual realities, and these changes further influenced their views on their teacher identity establishment, unfortunately in a more negative than positive direction. The study sheds light on the importance of institutional support in affording opportunities for novice teachers’ workplace learning and professional development. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.

Effective teaching requires teachers to have shared understanding with learners. If learners see the world in a way different from that of the teacher, the teacher may not be able to make connections with the learners, thus failing to convey the instructional content to them. Along this line, our project adopted the notion of ‘the pedagogy of learning’ and involved iterative cycles of research on children’s ways of seeing and the professional development of kindergarten teachers. In terms of research, we investigated the qualitatively different ways of seeing of children as manifested by the errors in the spoken words they used in everyday conversations in kindergartens while they learned to speak. Over the three years of the project, we had engaged a total of 254 in-service kindergarten teachers in observing children’s errors in their own kindergartens. A pool of 788 children’s errors was collected and 5 categories of errors were inductively identified: sound imitation (A), non-existent combination of characters from words (B), inappropriate use of the spoken forms of words (C), use of characters with inaccurate meanings (D), and creative exploitation of characters with relevant meanings (E). Concerning professional development of in-service kindergarten teachers, we presented the five categories of errors to the teachers in our professional development programmes to explore what they needed to know to teach children to correct each of the categories of errors and to use the appropriate spoken words. The presentation generated stimulating discussion among the teachers, inducing them to reflect upon their understanding of the Chinese language and their scientific knowledge about the world. On the whole, this project put forth the positive value of children’s errors and called attention to the potential contribution of the notion of the pedagogy of learning in improving the teaching of teachers for children to learn Chinese.有效的教學要求教師與學生有共同的理解，如果學生理解事物的方式與教師的不同，教師難以明白學生的想法

Subject-specific training in mathematics teaching for students with intellectual disabilities (IDs) has been little studied in the academic field and is uncommon in the practice of teacher education. Given that teachers face significant challenges in regard to teaching mathematics to ID students, it is necessary to know whether there is a need for subject-specific training. If yes, what kind of subject-specific training do teachers need? What kind of subject-specific knowledge should be covered? How can this kind of training contribute to improving mathematics teaching for ID students?To answer the above questions, this study focuses on one particular teacher professional development programme (BE MATHS programme) for mathematics teachers who teach ID students in special schools in Hong Kong. Programme effects and the contributing factors of the effects are examined to explore whether and how subjectspecific support can contribute to the profession of teaching mathematics to ID students.The study is conducted via a mixed-methods approach. First, it uses quantitative measures to examine teachers’ changes in mathematics teaching efficacy and students’ changes in their academic engaged time in mathematics classes. Second, a qualitative approach is used to explore the contributing factors of the changes.Quantitative results show that the programme has a significant positive effect on teachers’ mathematics teaching outcome expectancy and a conditional positive effect on teachers’ personal mathematics teaching efficacy. It is also found that the programme can improve teachers’ mathematics teaching by engaging more students in mathematics learning.The qualitative findings in this study show that the design of teaching and learning trajectories with subject experts is a substantial learning activity for teachers. During the design process, teachers and subject experts identified knowledge gaps within the mathematical content to be delivered to ID students and successfully inserted

Along with the global trend of developing students’ 21st-century skills, teacher education must enable preservice teachers (PSTs) to improve students’ learning outcomes with Information and Communications Technology (ICT), and school practicum plays an essential role in the process. This study investigated Hong Kong PSTs’ ICT competency with or without teaching practicum completed and explored factors contributing to ICT competency in and beyond the practicum. This mixed-methods study began with a questionnaire to give a broad picture of the ICT competence of Hong Kong PSTs of English (N = 127), who were found to perceive themselves as competent with educational technology and their competencies of understanding ICT related policy and using ICT for professional development was enhanced after school practicum. A purposeful subset of the sample (N = 10) was interviewed based on their ICT competency scores, exploring the factors shaping interviewees’ readiness and ICT use in their teaching practicum. It highlights that digital native students do not naturally transform into teachers with ICT competency to facilitate 21st-century learning, and the practicum could play a more critical role in enhancing their ICT competence to future-proof their skills. Promoting ICT-friendly school culture and designing better teaching practicum programmes are suggested. Copyright © 2022 National Institute of Education, Singapore.

This study investigates the effects of student use of self-regulated learning (SRL) strategies on their computer programming achievement. Ninety-six students from undergraduate teacher training programmes offered by a Hong Kong university voluntarily participated in the study. Sixty-six of them were first-year students enrolling on an introductory Java programming course, while 30 were second-year students enrolling on an advanced Java programming course. The SRL strategies adopted by participants were measured by the Motivated Strategies for Learning Questionnaire (MSLQ) and were exemplified from the reflective writing of their electronic portfolios. Their achievement in computer programming was evaluated using continuous and end of course assessments. The findings of this study suggest that higher-order cognitive strategies (i.e. elaboration, organization, critical thinking), metacognitive control strategies (i.e. self-regulation) and resource management strategies (i.e. time and study environment management, help seeking) are likely to facilitate a prolonged achievement of computer programming for both novices and non-novices. They can provide insights into designing adequate SRL strategy training to support student learning in computer programming. Copyright © 2021 SCHOLINK INC.

隨著漢語學習在全球範圍內逐漸升溫，國際漢語教師的培養成為了焦點。迫於全球疫情的蔓延，教師教育開始普遍採用線上教學的模式，然而關於國際漢語教師的線上教學研究十分缺乏。本研究以國際漢語教學專業研究生為物件，實施了關於任務型教學法的線上教學。研究收集了學生在Moodle 論壇上的反思和討論，運用文本挖掘（text-mining）技術提取出有意義的、具有代表性的資訊，展示了學生對任務型教學法的認知發展過程。基於研究結果，本文建議針對國際漢語教師的線上教學需要充分發揮資訊技術的能供性，為啟動教師先備知識、促進教師反思、合作討論以及知識建構創造條件。Since the widespread of learning Chinese in the global context, increasing attention has been paid to teacher education of Chinese as an international language (CIL). Due to the Covid-19 pandemic, online teaching mode has been widely employed in teacher education. However, a dearth of research has investigated the training of CIL teachers via online teaching mode. The study conducted online teacher training about task-based language teaching (TBLT) to master’s students of teaching CIL. The study applied the text mining technique to analyze the reflections and collaborative discussion that were generated by the students on the Moodle and extracted the meaningful and representative themes from the students’ written texts to demonstrate development in their understanding of TBLT. Based on the results, the study suggests that online teacher education should use technology to provide teachers with opportunities for reflecton, collaborative discussion and knowledge construction. Copyright © 2021 香港教育大學中國語言學系、哥倫比亞大學中文部、中華書局（香港）有限公司.