In educational settings, action research can be used in a variety of areas such as (1) teaching methods; (2) learning strategies; (3) evaluative procedures; (4) attitudes and values; (5) continuing professional development of teachers and; (6) administration (Cohen, Manion & Morrison, 2000). Due to various reasons, there are few action research in schools and in higher education in Hong Kong (Li, Yu, Lam & Fok, 1999; Kember & Gow, 1992). Even in other place of the world, action research with empirical data is not much in teacher education (Ross & Bondy, 1996). This study is an investigation in using the KWL method to support teacher educators in conducting action research for enhancing learning of student-teachers as well as in continuing professional development of teacher educators in improving teaching skills, increasing powers of analysis, and heightening self-awareness of one's teaching. Participants comprised 32 student-teachers who were currently enrolled in a three year teacher certificate teacher education programme at the Hong Kong Institute of Education. The KWL method can record "what they know (K) and what they want (W) before lesson" as well as "what they learn (L) after lesson". Records of their prior knowledge (K), their expectation (W), their learning (L) can be analyzed to explore the structure of their learning and its changes. All these information together with the data collected in the action research cycle (plan, act, observe and reflect) will give much hints and insights to the teacher educators to reflect on their own teaching.

Education is a caring enterprise. As human beings we want to care and to be cared for. Caring is important in itself (Nodding, 2000, p7). When we discuss teaching and teacher-learner relationship, it is important to see that teachers not only have to create caring relations in which they are the carer, but that they have a responsibility to help their students develop the capacity to care (Nodding,1992, p.18). Teaching is a caring profession, children are likely to achieve more of they are valued and cared for. In school, children create discipline problems that can be solved by a caring teacher. In a caring classroom, children learn more and response to group more. The overview of the Generic Teacher Competencies Framework of the Advisory Committee on Teacher Education and Qualifications (2003) pointed out that pastoral care for Students as one of key dimensions in the Student Development Domain. In light of the recommendations of the report, this small-scale research examined the views of caring on student teachers at the Hong Kong Institute of Education through questionnaire survey. Major findings indicate that about 90% of student-teachers considered the following characteristics are essential for caring teachers: keen understanding of child development, having good communication skills, guiding children in social problem solving, fond of school children, and enjoy participation of activities with children. Moreover, within the twenty-four response items in the questionnaire on caring teachers, the following five are rated as more important than others in the teaching process: respect every pupil, care about needs and safety of pupils, teach pupils to be responsible for their own behavior, earn the trust of pupils, and develop a good teacher-pupil relationship. In addition, a case-study was used to ascertain the notion of caring of a student-teacher before, during and after her teaching practice. In her narratives and in-depth reflection, the student-teacher showed

This paper reports on research through four case studies of Integrated Education in Hong Kong schools that aimed to provide a better understanding about the integration process, what the barriers are, how they might be overcome and how Integrated Education might further facilitate quality education. The study used five research questions that framed the results. Case Study methodology involving interviews, open-ended questionnaires, examining school documents, observations and their analyses was used. Findings led to a cross analysis which showed emergent commonalities and unique features. Results include findings that co-teaching led to effective teaching; parent involvement is a key factor, and social interaction and Whole School Approach schemes are very supportive of Integrated Education. Common teacher education needs were identified. Implications for education and research are made.

This paper explores the autobiographical narratives of a cross-cultural life as a way of studying and understanding teacher’s identity and knowledge development. Crossing cultures and identities, the paper explores how experience is central to informing and shaping teacher knowledge. The experiences from the autobiographical narratives take place in the United States, China, and Hong Kong and move back and forth between East and West over a span of three generations. Positioned within an educational and curricular context, the research study explores the complexities of cross-cultural lives and their place in the curriculum. The inquiry explores what it means to live cross-cultural lives and how our personal experiential histories are integral to understanding an evolving and contested teacher knowledge.