新世紀以來，中國內地和香港都啟動了大規模的課程改革，對教師發展和教師教育提出了新的要求。基於對教師發展與教師教育之間關係的分析，文章指出了二者未來的發展方向，即發展中小學—大學夥伴協作關係，建立教師教育發展網絡，促進多元化的教師發展和教師教育，以及深化教師與教師教育工作者的實踐探究與反思。 The large-scale curriculum reform in the new century puts forward new requirements on teacher development and teacher education in Mainland China and Hong Kong SAR. Based on the analysis of the relationships between teacher development and teacher education, this paper suggests four directions for their future development: developing school-university partnerships; establishing the networks of teacher education and teacher development, facilitating diversified approaches to teacher development and teacher education; and improving the practical inquiry and reflection of teachers and teacher educators. Copyright © 2009 西北師範大學.

學校改進的研究與實踐均指出，院校協作扮演舉足輕重的角色。院校協作項目常涉及眾多項目學校，加強項目學校之間以及項目學校與大學之間的聯繫，是院校協作項目能夠持續發展的重要條件。本研究以香港優質學校改進計劃所舉辦的「聯校教師專業發展日」為個案研究對象，借助「實踐共同體」的理論視角，從理念層面、人際層面、實踐層面，分析「聯校教師專業發展日」這一實踐活動對於院校協作項目中建設實踐共同體的作用。Improving the quality of education through university-school collaboration carries strong theoretical and practical significance for the area of school improvement. A university-school project always involves many project schools. Endeavors in uniting these project schools are important conditions for the sustaining of school improvement project. The project under investigation in this study is Joint School Staff Development Day (JSSDD), a big event of the Quality School Improvement Project (QSIP) of Hong Kong. Through the lens of communities of practice (Cops), this study aims to explore the role of JSSDD to the construction of Cops for QSIP from three perspectives, namely domain, community, and practice. Copyright © 2012 香港中文大學.

近年，香港學校多以「自主學習」為旗幟，爭相模仿推行，甚至把自主學習看成是一種教學方式，以進行教學改進，可是對此中涉及的很多學習概念及策略，卻未有準確理解。本文嘗試分析各地推行的自主學習，大致歸納為三個取向，以作學校改進的參考：（1）源於西方認知發展理論中人在自我調適過程（self-regulated process）的角色；（2）中國內地在「還課堂給孩子」的觀念下，於課堂上進行不同形式的學生學習活動，並以「預習」及「導學案」來配合；（3）香港利用資訊科技發揮電子及網上學習的優勢，鼓勵學生主動學習。本文亦因應香港學校的實況，探索在學校層面制訂推行自主學習的策略及有效推動的關鍵。Self-directed learning (SDL) has become a prevalent focus of development in Hong Kong schools in recent years. However, a more thorough discussion on the concepts and strategies related to SDL is anticipated to clarify its core essence and understand its impact. Based on the analysis of different initiatives to facilitate SDL across countries/regions, three orientations are consolidated in this article to provide insight into facilitating SDL: (1) the metacognition orientation, developed in Western countries, which emphasizes the role of self-regulatory process in human development; (2) the instruction model orientation, prevailing on the Chinese mainland, which emphasizes students' autonomy in learning and is supported by students' effort in "preparation" and "pre-lesson enquiry"; and (3) the learning enrichment orientation in Hong Kong which encourages SDL through the support of information technology (e.g., e-learning, Web teaching, flipped classroom). This article identifies the essence of encouraging SDL and discusses the conditions for facilitating SDL effectively in the context of Hong Kong. Copyright © 2014 香港中文大學.

為了推動香港小學管理的優化，教育局 2019 年接納教師專業發展專責小組意見，調整香港小學副校長的薪級，這令小學副校長的進修受更多的關注。2010 年已有本地研究發現人力管理是小學副校長擔當的職責，為了進一步了解小學副校長在這方面的進修需要，香港初等教育研究學會於 2013 年進行一個相關調查。此文將結合該調查數據和新近文獻，分析香港小學副校長在人事管理的發展需要，並就其在職培訓作出適切的建議。In order to promote the optimization of primary school management in Hong Kong, the Education Bureau accepted the advice of the Teacher Professional Development Task Force in 2019 to adjust the salary scale of vice-principal in Hong Kong Primary Schools. This has made the vice principal's training more concerned. In 2010, local research found that personnel management was the responsibility of vice-principal in primary school. In order to further understand the needs of the primary school vice-principal in this area, the Hong Kong Primary Education Research Association conducted a related survey in 2013. This article will combine this survey data with recent literature to analyze the development needs of Hong Kong primary school vice-principal in personnel management and make appropriate recommendations for their on-the-job training. Copyright © 2019 香港教師中心.

1965至1985年間，香港高等教育的發展相當緩慢，只有不足5%的適齡青年可升讀由大學教育資助委員會資助的大學學位課程，及至20世紀80年代中起，大學學位開始大量增加，進入大學的適齡人口百分比提升至18%。2000年，香港特別行政區行政長官更進一步提出要在十年內令香港高等教育的普及率達到60%。由2000–2001至2005–2006學年，高等教育參與率已增加至超過60%。本文探討在香港高等教育擴張後期，中學生對升讀高等教育期望的變化。本文研究數據來自2009年和2012年的學生能力國際評估計劃（以下簡稱PISA）。2009年香港的PISA調查在該年5至6月間進行，而2012年的調查則在該年4至5月間進行。本研究嘗試探索以下四個範疇：（1）學生的教育期望在兩次調查期間（2009至2012年）的變化；（2）學生的家庭社經背景與教育期望間的關係；（3）學生能力與教育期望間的關係；（4）家庭社經背景與學生能力等因素對學生期望升讀大學的相對影響程度。From 1965 to 1985, the development of higher education was very slow in Hong Kong. Less than 5% of age-eligible adolescents were admitted to UGC-funded university degree program. However, since the mid-1980s, there has been an expansion of university places and the university admission rate has increased to 18% of the age-eligible population. In 2000, the Chief Executive of the Hong Kong Special Administrative Region proposed that the admission rate of higher education be increased to 60% within ten years. As a consequence, the participation rate of higher education was increased to over 60% from the school year 2000–2001 to 2005–2006. This article focuses on the change in expectation for pursuing higher education of Hong Kong secondary school students during the post-massification of Hong Kong higher education.The data of this article originates from two cycles of the Programme for International Student Assessment (PISA) — PISA 2009 and PISA 2012. PISA 2009 in Hong Kong was conducted from May to June 2009, while PISA 2012 was conducted from April to May 2012. This article attempts to investigate the following four areas: (1) the changes in students’ educational expectation during 2009 to 2012; (2) the relationship between students’ family socioeconomic background and their educational expectation; (3) the relationship between students’ ability and their educational expectation; (4) the relative impact of family socioeconomic background and students’ ability on their educational expectation toward the pursuit of university education. Copyright © 2009

「優質學校改進計劃」是個大學與學校夥伴協作計劃，自1998年起一直給予中、小學全面專業支援，目的是整體學校改進。2000年，教育統籌委員會發表了《香港教育制度改革建議》，在充滿理想的改革原則策動下，中、小學教育及課程有明顯改變，但在推行及實踐各樣改革時，教與學的實際困境亦一一浮現。本文以香港「優質學校改進計劃」下的學校個案，探討學校領導為何在由上而下的改革浪潮下，引進大學專業人員的知識及實踐經驗，並從學校領導的視角，探索「計劃」在學校教育的不同層面所起的作用。Quality School Improvement Project (QSIP) is a university-school partnership program for comprehensive school improvement. Since 1998, QSIP has provided holistic professional support to primary and secondary schools in Hong Kong. In 2000, Education Commission published the Reform Proposals for the Education System in Hong Kong to outline some desirable education reform principles and proposals for schools. Following the reform principles, school education system and curriculum have some remarkable changes. When implementing the various education reforms, challenges and difficulties have also surfaced in the teaching and learning environment in schools. This article reviews why school leaders introduce QSIP into their school reform environment and how the professional supports from QSIP have influenced school education in different levels from school leaders' perspectives. Copyright © 2011 香港中文大學.

本文從一名內部人士的視角來說明在香港參與補習的生活經歷，分別以學生、補習導師和研究人員的角色，對影子教育普遍存在的幾個問題給予分析並獲得啟示。本文採用自傳式敘事研究方法，數據來源於作者的事件回憶錄，受啟發於自身作為學員和導師時使用的教材、自己的視頻錄課，以及研究項目的反思日記。基於作者在補習行業扮演不同角色的敘述，本文討論了幾個主要問題，包括(1)影子教育對主流教育積極和消極影響的反思，(2)缺乏對補習教師和廣告質量的嚴格規範，(3)影子教育如何加劇教育不平等以及一些補習機構和非營利組織如何解決這一問題。就作者所知，本文是唯一一篇從作者自身作為學生、導師和研究人員的個人經歷來討論影子教育問題的文章，它從內部人士視角闡述了香港補習行業的實踐和政策發展。 This article aims to illustrate the lived experiences of engaging in private tutoring in Hong Kong as a tutee, a tutor, and a researcher and draw implications on several issues arising from the prevalence of shadow education. This article adopted an autobiographical narrative approach. Data were collected through the author’s memoir of events, stimulated by the tutorial materials he used when he was a tutee and a tutor, his video-recorded lessons of tutoring, and reflective journals from his research projects. Various issues are discussed based on the narrative of the author playing different roles in the tutoring industry, including the positive and negative washback on mainstream education; the lack of strict regulation of the quality of tutors and advertisements; how shadow education may exacerbate education inequality; and how some tutorial companies and nonprofit organizations are addressing the issue. This article, to the best of the author’s knowledge, is the only one that discusses the problems of shadow education from an author’s own personal experiences as a tutee, a tutor, and a researcher. It illustrates how practices and policies of the private tutoring industry are evolving in Hong Kong from an insider perspective. Copyright © 2020 華東師範大學.

香港政府倡導融合教育，照顧學生多樣化，亦鼓勵學生達致全人發展，但教師工作繁忙，如何同時達成二者目標實屬挑戰。本文旨在為初高中和專上教育教師提供能夠糅合二者的教學方法，文章介紹了「服務學習」概念，強調教學時需「服務」和「學習」並重，給予學生機會設計和帶領活動，學習理解不同群體的需要，深入反思社會現況。研究團隊有系統地建立了一套「服務學習」框架，並以香港教育大學和香港浸會大學的合作計劃為參考示範。The advocate of inclusive education and whole person development has been one of the major missions of Hong Kong government, but to fulfill the goal of such mission in the classroom poses a great challenge to teachers. The present paper aims to provide a pedagogy for teachers of secondary and tertiary educations that achieves both the purposes of inclusive education and whole person development. The concept “Service-Learning” which emphasizes the importance of “service” and “learning” in teaching is introduced. Teacher following such pedagogy offers student chances to organize and undertake activity, to learn to understand the needs of different people and to have a deep reflection about the society. Our team, based on the concept, has developed a structural framework to operationalize the concept in teaching and a project co-organized by The Education University of Hong Kong and Hong Kong Baptist University is provided as case demonstration for reference. Copyright © 2019 香港教師中心.

當前語文課程及教學研究都十分重視引導學生掌握閱讀策略，但對於小學低年級學生閱讀策略的學習對加強閱讀理解表現有否成效，卻依然存在爭議。針對這一問題，本研究在香港六所本地小學二年級實施了為期一年的閱讀策略教學准實驗。控制班136 人，實驗班148 人。研究表明，教學實驗後，實驗班學生的閱讀理解進步分顯著高於控制班；低水平的閱讀者在閱讀實驗中受益最大。調查問卷顯示，學生在教學實驗後在展示創意、想像畫面兩項策略的應用頻次上有顯著提升。本研究也討論了研究結果對閱讀教學的一些啟發。The current Chinese curriculum and teaching research attach great importance to master reading strategies, but the effects of learning reading strategies among lower graders are still controversial. In response to this research gap, this study implemented a one-year quasi-experiment by teaching P2 students reading strategies among six local primary schools in Hong Kong. There were 136 pupils in the controlled class and 148 in the experimental class. This study demonstrated that after the teaching experiment, students in experimental class had a significant improvement in reading comprehension than that of the controlled class; low level readers benefitted the most from the teaching experiment. Results collected from the questionnaire indicated that students have significantly improved the use of the two strategies (i.e., demonstrating creativity and imaging) when reading independently after teaching experiment. Implications on reading instruction derived from the results were discussed as well. Copyright © 2019 香港教育大學.

The contribution of teacher knowledge to learning outcomes at the beginning stages of literacy acquisition is of growing concern because the ability to provide quality instruction is central to successful literacy acquisition, particularly for pupils with dyslexia. To date, the majority of research has focused on teachers of English as a first language. Yet, English is the most widely taught foreign language today. The present study extends the exploration of teacher knowledge by probing two heretofore unexamined groups of teachers who are responsible for teaching beginning stages of literacy in English as a foreign language: regular class teachers who are non-native English-speaking (N = 96) and native English-speaking teachers (N = 24) working in the kindergarten setting in Hong Kong. As these two teacher groups serve as gatekeepers of beginning English as a foreign language literacy for kindergarten children in Hong Kong, it is crucial to gather information about the depth and quality of their teacher knowledge. This information can be instrumental to improving the quality of beginning literacy instruction in English and assisting early identification of dyslexia. Both groups completed the basic language constructs survey (Binks-Cantrell, Joshi, & Washburn, Annals of Dyslexia, 62, 153–171, 2012a). Results showed while native English teachers performed significantly better than non-native English teachers, total percentage correct scores were below 50%, except for phonological awareness tasks. All teachers scored higher in items requiring syllable as opposed to phoneme manipulation. Only teacher type predicted teachers’ performance on the survey. The need for quality instruction, particularly for children at-risk for dyslexia or those struggling at the beginning stages of literacy acquisition, is addressed. Copyright © 2020 The International Dyslexia Association.