This paper reports a study that aims to find out the views of teachers and student teachers about the aims of the Hong Kong education system with respect to their teacher education courses. The findings suggest that student teachers need help to understand the fitting together of their teacher education courses to become the body of professional knowledge for all educators.

The author followed five graduates of the City University of Hong Kong BA Teaching of English as a Second Language (TESL) course in their first year of teaching looking at their language use, lesson planning and decision-making, teaching approach, professional relationships and responsibilities, and perceptions and values.

作者指出，中文科主任是有復修的需要，而九成的主任都有興趣報讀復修課程。此外，他們都比較喜歡一些短時間而又實用性高的課程。作者匯報，基於復修後的檢討問卷，學院從而改善其課程（一為五周，一為十六周），以配合課主任的需要，以鼓勵科主任復修。（梁振威整理）

The first part of this paper sets out to describe the curriculum change in initial and in-service art education in Hong Kong. The second part of the paper presents findings of case studies of curriculum projects of in-service teachers and their approaches in the planning and implementation of their curriculum. The key findings are that, firstly, different conceptions of art result in different approaches in teaching and, secondly, four themes are identified in their projects - art as expression, art as critical study, art as social comment, and art as cultural heritage. The paper concludes with implications for a more content-based art education to include works of art and cultural heritage from diverse cultures in pre-service and in-service teacher education.

This paper reports that the implementation of a project in which computer technology was incorporated into a module of art curriculum design of a teacher training program had generated some rewarding and valuable experiences and provided insights for further improvement.

作者在介紹了內地中學語文教師培訓課程的現況之後進一步討論其發展趨勢：首先是培訓將面對學歷層次提高和知識、技能更新的任務；其次是課程計劃由類別多樣轉向內容多樣；最後是加強培訓部門之間的聯繫與合作。（鄭佩芳整理）

The focus of this paper is on a research project pursued to examine four key features in an in-service teacher education course for secondary art teachers in Hong Kong: practice into theory; good art teaching as a frame; dialogue journals for reflection on practice; and self-evaluation using standards of good practice. While the data collected provide a basis for enhancing a better understanding of good art teaching, professional development, and differences between art teaching in Hong Kong and Western countries, the discussion of this paper revolves around professional development.

This study assessed the three components of burnout (emotional exhaustion, depersonalisation, and reduced personal accomplishment), perceived self-efficacy, and the three triarchic abilities (analytical, synthetic, and practical) of successful intelligence in a sample of 267 Chinese prospective and in-service teachers in Hong Kong. The aim was to explore and examine the contribution of the blending or integration of the triarchic abilities to the three components of teacher burnout and perceived self-efficacy. While there were subtle gender and teaching-experience differences, the general findings suggested that the triarchic abilities, especially practical abilities, could independently contribute to teachers' sense of personal accomplishment as well as perceived self-efficacy. The interactive combination of the triarchic abilities could be most important in contributing negatively to emotional exhaustion. The implications of these findings for interventions to combat teacher burnout and enhance job engagement are discussed.
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http://dx.doi.org/10.1080/01443410601061397]