This chapter reports the struggles of one group of ethnic minority early career teachers (EMECTs) to construct their personal and professional identities in Hong Kong. Although all early career teachers will, at times, encounter tensions as they struggle to construct, sustain, and advance their preferred teacher identities, EMECTs, because they are part of a group that lives within particular and possibly pejorative societal discourses about ethnic minority populations in Hong Kong, face additional challenges to construct their teacher identities. Nevertheless, the voices of these teachers have hitherto been largely absent from the literature. This chapter addresses this gap in current knowledge by using a narrative short story approach to explore these voices. Grounded in Bakhtin’s framework, the narratives reported in this chapter reveal discursive tensions in which EMECTs’ desire to construct their professional identities comes into tension with their identification by others as members of ethnic groups within Hong Kong. Results underscore the role of relations of power, as discourses compete to define what it means to be an EMECT in Hong Kong. Implications for supporting the identity construction efforts of these teachers are discussed and suggestions for future research are considered. © 2024 selection and editorial matter, Zia Tajeddin and Bedrettin Yazan; individual chapters, the contributors.

This study, drawing upon data triangulated from interviews, classroom research reports, and school documents, sheds light on how cross-border teachers from mainland China to Hong Kong construct and negotiate their identities when teaching English creative writing. Using identity control theory (ICT) this study examines discursive and complex identity development and reveals contextual and interpersonal factors that hinder identity construction among teachers of English creative writing. Factors include isolation from local colleagues, failure to integrate into the host community due to cultural and linguistic differences, standardized school instruction, heavy workloads, students' distrust, and students' low English proficiency. Cross-border teachers were found to experience negative emotions including stress, anger, and unease due to failed teacher identity verification in a new land. This study contributes to theoretical knowledge of ICT, suggesting inaction and secondary emotions as outcomes of the incongruence between the meanings of identity standard and input. Relevant theoretical and pedagogical implications are also discussed. Copyright © 2019 Walter de Gruyter GmbH, Berlin/Boston.

This article examines the experiences of transnational teachers of English in government-funded English language teaching programs, each of which recruits, trains, and administers native speakers of English: Hong Kong's Native-speaking English Teachers scheme (NET), the Japan Exchange and Teaching program (JET), the English Program in Korea (EPIK), and Teach and Learn in Korea (TaLK). It focuses on the relationship between the participation and experiences of native-English speaking teachers and the programs' different policies and institutional structures. The findings demonstrate that these different policies and institutional structures—such as the program aims, eligibility requirements, policies on salary and benefits—have significant implications for the participation of native-English speaking teachers in these programs. This research, with its focus on the experiences of these teachers, extends our understanding of their involvement in English language teaching in Asia. It urges us to locate transnationalism and the global spread of English within a much more complex field of social power relations, calling for more insightful approaches to English language teaching. Copyright ©Elsevier Ltd.

Internationalisation in education facilitates student and teacher mobility. Though Hong Kong has embraced internationalisation in education, international university students can face challenges related to cultural difference. In teacher education, these challenges can be amplified, as student-teachers face expectations to teach schoolchildren within the local cultural context. Past studies in Hong Kong have illustrated how Mainland Chinese student-teachers face cultural and linguistic obstacles. Yet, little research considers the experiences of student-teachers from different nationalities in Hong Kong. This study investigates some consequences of internationalisation of teacher education in Hong Kong by examining the case of South Korean students learning to teach Liberal Studies, a “glocal” (outward-looking, but localised) subject, in a major tertiary institution. In this paper, we investigate South Korean students’ motivations, experiences, and challenges learning to be international teachers of a glocal curriculum, and examine the case as one instance of globalisation of education. Copyright © 2016 Korean Association for Multicultural Education.

This article reports the results of a study that assesses the effectiveness of a Philosophy in Schools (PIS) program in developing English as a Second Language (ESL) students' thinking skills and English competence in Hong Kong. In the study, training and support were provided for two English teachers to enable them to teach PIS to their Secondary 4 ESL students during English lessons. The students were found to be capable of reasoning and arguing about philosophical problems arising from various stimuli prepared by their teachers according to the English curriculum. Also, PIS was found to play an important role in promoting the students' critical and creative thinking and enhance the development of their English language proficiency to a significant extent. The findings of this study suggest that integrating philosophy into the English curriculum can promote critical thinking, creative thinking, and English language proficiency in ESL students. Copyright © 2019 Taylor & Francis Group, LLC.

隨著高等教育全球化的浪潮,跨境高等教育逐漸興起,越來越多的中國內地學生選擇了出境求學。自1997年香港回歸以來,內地赴港求學人數已超10萬。這批赴港求學的人員中,有一個特殊的群體,他們在香港高校獲得博士學位,最終回到內地高校工作,本研究將其稱之為港歸教師。近年來,海歸教師群體成為研究的一個熱點,但鮮有研究關注港歸教師。作為內地高校教師中既不同於海歸教師,也有別於本土教師的群體,他們在內地學科組織發展的人才培養、科學研究以及管理與服務中發揮著何種作用,他們對於學科發展有著怎樣的思考,本研究將以教育學科為例,對以上問題進行探討。本研究採用履歷分析法梳理了港歸教師的基本情況及其在學術工作上的表現; 採用訪談法考察了港歸教師在香港的求學情況與回歸內地後的學術工作實踐,歸納了他們對於內地教育學科發展的思考; 採用文獻計量法考察了港歸教師的學術發表情況。得出以下結論:第一,港歸教師主要受香港高校的國際化程度、文化傳統、地理位置、獎學金制度和修業年限等因素影響而選擇前往香港求學,同時在就業市場、人才競爭力、家庭和社會融入等因素的作用下回歸內地。第二,港歸教師的特殊性體現在其學術特徵、行為特徵和回歸特徵上。從總體上看,該群體在從事學術職業時的國際化程度較高,能適應國內外兩種發表規則;與內地聯繫緊密且對中國文化認同度高;有明晰的回歸意願與良好的回歸準備。第三,港歸教師在推動學科組織人才培養、科學研究、管理與服務的國際化方面發揮著積極的作用,這是其依靠跨境人力資本和跨境社會資本獲得的學術職業發展優勢,也是國際化人才面臨競爭性壓力而採取的學術策略。第四,港歸教師認為,內地教育學科應在研究範式和學術人員多元化的基礎上,發展扎根於本土的中國的教育學科。在此過程中,港歸教師應堅持立足於本土並向國際延伸的理念與優勢,把握好作為中國研究者的本土視角和身份,警惕過度國際化帶來的負面影響。本研究揭示了內地教育學科港歸教師的學術實踐及其作用,從港歸教師的角度探討了內地教育學科發展的路徑,為教育學科吸納多元化背景主體參與學科建設的實際效用與發展方向提供了參考,豐富了我國高校教師群體的相關研究。

隨著國家綜合實力的提升以及近十年來各種引才計劃的持續實施,大批海歸人才歸國創新創業。大學成為高層次人才集聚的重要領地,他們的生存樣態和學術職業發展備受關注。已有研究側重考察回到中國內地的海歸學者,而鮮有研究關注選擇在香港從事學術職業的內地海歸人才。這群擁有多元教育背景的內地學者如何在中西合璧的香港高校發展其學術職業是本研究的焦點所在。本研究以香港X大學和Z大學中的內地教師為研究對象,分析教師的學術合作網絡形成過程及其結構特徵,從數量和質量兩個方面來考察其科研生產力情況,並探討合作網絡與科研產出之間的關係。本研究採用文本分析法梳理了香港政府和高校的人事制度及科研基金政策;採用履歷分析法甄別所有符合研究條件的港校內地教師並確定研究對象和方案;通過訪談21位教師勾畫其學術合作網絡特徵;採用文獻計量法考察了56位教師的科研產出特徵。本研究得出以下主要結論:第一,香港高校內地教師擁有跨國界、跨機構的多元學術合作網絡。其學術合作網絡存在明顯的學科差異,相較於人文社科領域的教師,理工領域的教師合作比率更高且篇均合著者數量更多,跨地區、跨國界合作非常顯著,醫學尤其突出。第二,港校內地教師的論文發表以國際核心期刊為主,主要為英文,人文學科教師同時發表少量中文論文。教師的科研產量較高,且來港後科研產出數量有顯著提升;科研產出質量較高,八成以上的論文都發表在Q1、Q2分區期刊中。第三,港校內地教師的科研產出數量隨著專業年齡的增長而波動上升,專業年齡在科研產出質量方面影響不大。教師的科研合作有助於科研發表數量的增多,期刊論文的影響因數分別與論文合著者數量和合著者國際化程度呈正相關。本研究揭示了港校內地學者的學術合作網絡特徵和科研成就及其貢獻,為研究香港和內地學者之間的學術關係以及學術人才環流現象拓展了思路。質性和量化相結合的研究方法更全面地展現了學術人才科研合作網絡與科研生產力之間的內在關係和發展特徵。

Teacher professional development (TPD) is regarded as crucial to fostering teacher improvement. Recent calls for the internationalization of teacher education and professional development, including teachers undertaking courses taught abroad, have enhanced the scope of TPD opportunities. Yet, little is currently known about how such international experiences of TPD shape the perspectives of these teachers. It is also unclear how the learning these teachers experience in foreign settings is reflected in their engagement in the practices and activities of schools and classrooms upon returning to their home country. Therefore, this paper reports the results of a study that explores the perspectives and experiences of one group of in-service mainland Chinese teachers who undertook professional development in Hong Kong. Grounded in a theory of teacher identity construction and using in-depth interviews, results suggest that the teacher’s identities were shaped by the learning they experienced during professional development. However, following their return to teaching positions in mainland China, relations of power within their schools blocked the construction of their preferred teacher identities in practice. Suggestions are made for supporting the identity construction aims of teachers who undertake international professional development and implications for future research are considered. Copyright © 2020 National Institute of Education, Singapore.