Based on the Theory of Planned Behavior, we explored the impact of 498 primary school teachers in Hong Kong on the competences of students with special educational needs (SEN). We found that their attitudes, control beliefs, and subjective norms about inclusive education (IE) significantly influenced their IE intentions, and subsequently their behaviors. Intentions and behaviors mediated the effect on the social and academic competencies of SEN students. Our findings, consistent across nine different SEN types, have highlighted the role of fostering positive teacher dispositions and reinforcing IE intentions and behaviors through training and peer support networks, facilitating effective IE implementation. Copyright © 2024 The Authors.

Pre-screening children for specific learning disabilities (SLDs), e.g., dyslexia, is essential for effective intervention. With a quick and reliable pre- screening result, special education coordinators (SEN- COs) can provide students with early intervention and relieve their learning pressure. Unfortunately, due to the limited resources, many students in Hong Kong receive dyslexia assessments beyond the golden period, i.e., under the age of six. To this end, information technology could establish automatic pre-screening tools to address this issue. However, dyslexia pre-screening for children learning Chinese is challenging due to the lack of sound-script correlation in Chinese. In this paper, an Automatic Dyslexia Pre-screening System (ADPS) is developed to provide a quick test to identify at-risk children. Through a two-stage approach, we first develop a gamified tool based on linguistic characteristics and then evaluate the result by a comparison study. Results from a pilot test on 30 students with dyslexia and 32 students without dyslexia indicate that ADPS can effectively distinguish two groups of students. Furthermore, the interactive design elements can motivate students to conduct the pre-screening independently. Copyright © 2024 IEEE.

Against the background of expanding parental choices and declining global birth rates, schools are experiencing rising competition regarding student enrolment. Schools have responded by strategically presenting information about their students’ academic achievement and whole-person development orientation in the hope of attracting parents’ interest. However, few studies have investigated the impact of these factors on student enrollment, particularly in the context of diverse school types and educational orientations. Accordingly, this study utilized data from 327 secondary schools in Hong Kong to examine the effects of academic achievement orientation and whole-person development orientation on student intake. Using hierarchical regression analysis, we found a positive association between high whole-person development orientation and student intake in aided schools with a strong academic development orientation. The result implies parents are increasingly concerned about their children’s academic achievement and whole-person development at school. The study contributes to a broader understanding of the factors influencing parental choice in high-performing education systems, providing valuable insights for policymakers and educators seeking to improve educational offerings, enhance school transparency, and be better aligned with parental expectations. Copyright © 2024 The Author(s).

Since the public release of ChatGPT in November 2022, generative AI tools—capable of creating human-like content such as audio, code, images, text, simulations, 3D objects, and videos—have gained significant attention. While the impact of these tools on language teaching and learning has been widely speculated, the perspective of language teacher educators concerning their influence on initial language teacher education (ILTE) remains unexplored. This study investigates how teacher educators, who play a crucial role in adapting ILTE to technological advancements, perceive the effects of generative AI tools on ILTE. Data were collected through in-depth interviews with thirteen English language teacher educators from all four Hong Kong government-funded universities offering ILTE. Findings reveal that participants believe generative AI tools will substantially affect the ILTE curriculum, instruction, and assessment. However, most participants believed they lacked the confidence and competence to address the implications of generative AI tools effectively. This study highlights the need for further research and training to support teacher educators in adapting ILTE to the emerging influence of generative AI. Copyright © 2024 The Authors.

This paper captures the group dynamics underpinning preservice teacher identity formation to understand how childhood schooling and teacher education shape the teaching metaphors teachers construct of intercultural education. We propose a theory of identity grafting (IG) for a precise framing of the diverse ways teachers identify with intercultural education vis-à-vis other pre-established aspects of their teacher identities. Studying their IGs helped us connect the preservice teachers’ experiences with the experiences of other teachers that had emerged in global literature. We draw insights from our efforts to co-construct with preservice teachers their professional development in facilitating intercultural education. Adapting the activities based on their responses, we co-constructed with each other during the workshop teacher identities with a sense of connectedness between intercultural education and other pedagogical forms. We observed preservice teachers as we facilitated their discussions, employing ethnographic approaches to immerse ourselves in the interactions of the workshop participants. The findings revealed that preservice teachers had become more mindful of the implications of their intercultural education practices after having reflective dialogues with each other. However, although the teachers successfully integrated each other's views about intercultural education practices, this could not be sustained when they attempted to contextualize these efforts. The teachers could not reconcile their disparate childhood experiences with cultural diversity as students graduating from schools with differing academic performance rankings (school banding). Therefore, they struggled to connect their experiences with other pedagogical forms that they had previously encountered. Copyright © 2024 Elsevier Ltd. All rights reserved.

Developing cultural inclusiveness has been a prominent agenda in European and North American teacher preparation programmes. Beyond these societies, however, discussion on teacher education programme diversity remains tokenistic. Hong Kong, a city often marketed as Asia's World City, is not an exception, given the relatively recent history in the representation of minority groups and the enactment of an anti-racial discrimination ordinance in 2009. This lacuna thus raises questions about teachers’ preparedness to engage with the growing concerns for educational equity for ethnically diverse learners. This chapter describes and reflects on an informal learning programme within a Hong Kong university that has taken up the challenge of engaging pre-service teachers more explicitly about cultural diversity. The informal programme applies a ‘to know, to care, to act’ approach in collaboration with a social enterprise to offer students virtual experiential learning opportunities with ethnically diverse communities. The programme aimed at developing learners’ global competence as aspiring teachers of diverse learners. In doing so, this chapter advances theoretical arguments about merging global and multicultural education frameworks. This is a means to foster contact and learning between pre-service teachers and ethnically diverse learners and provides a pathway for promoting cultural inclusion in schools. Copyright © 2024 selection and editorial matter, Paul Downes, Jim Anderson, Alireza Behtoui and Lore Van Praag; individual chapters, the contributors.

This article presents a study that examines the impact of a Philosophy for Children (P4C) program on teachers in Hong Kong, specifically focusing on its effectiveness in fostering dialogic and inquiry-based teaching approaches. While dialogic teaching has been acknowledged as beneficial for cultivating vital competencies such as creativity, critical thinking, and communication skills, existing literature reveals a prevalent tendency towards monologic teacher-student interactions across various subjects, grades, and countries. By providing training and support to teachers, enabling them to implement P4C in Integrated Humanities and English lessons, this study aimed to evaluate the program’s effectiveness in enhancing teachers’ classroom practices. The results indicated that P4C significantly contributed to improving teachers’ ability to engage in dialogic and inquiry-based teaching, thereby enhancing their overall effectiveness in the classroom. These findings highlight the significant role of P4C in promoting teachers’ professional development and its relevance to innovative teaching pedagogies in higher education. Copyright © 2024 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Critical content and language-integrated learning (CLIL) has been advocated to attest raciolingusitic ideologies in plurilingual educational settings. However, little is known about how to help students in contesting inequalities about other structures of domination in bilingual education programs. This study aims to address this gap by examining the construction of gender identities in Secondary 4 (Grade 11) English-medium Liberal Studies lessons, which aimed to enhance awareness of gender equality and subject-specific English skills about the topic. The study shows that gender was constructed and reconstructed by conflicting multilingual and multimodal gendered discourses, including the formal curriculum, school lesson materials, and classroom interaction. The paper reveals that teachers and students jointly constructed masculinities of “real men,” “good men” and “gay men” in CLIL classrooms imbedded in curriculum contexts infused with gender dualism and alternative gender values began to emerge after the CLIL lessons. The results suggest that CLIL teachers can facilitate development of critical literacies about gender by enabling encounters of different voices in translanguaging and trans-registering spaces created by students’ familiar L1 everyday discourses and multimodal practices. Pedagogical implications were also discussed. Copyright © 2023 Taylor & Francis Group, LLC.