香港少數族裔人口近年不斷上升，入讀本地學校的人數亦相應遞升。就回應本港學前機構對支援少數族裔幼兒學習的需求，本講座會討論學前機構遇到的問題，並就此提出改善策略，希望能透過教師培訓、政府支援和民間團體組織協助，為少數族裔學童提供多元學習機會，推廣共融學習文化。The population of ethnic minorities in Hong Kong has been increasing in recent years, and correspondingly the number of ethnic minority students enrolled in local schools has been rising. To address the needs of preschools in Hong Kong to support the learning of ethnic minority children, this seminar examines the problems that preschools are facing on this issue and proposes strategies for improvement. Hopefully, through strategic management, teacher training, government support and collaboration with civil organizations, more learning opportunities can be provided to ethnic minority children and an integrated learning culture can be promoted. Copyright © 2018 Learning & Teaching Expo.

Despite the prevailing “educational desire” in Confucian societies, Hong Kong, an East Asian entrepreneurial city, saw its access to higher education having been curiously restricted. Community colleges were therefore initiated by the government in 2000s to democratize the higher education sector. Purposively sampling and interviewing college graduates from different cohorts, social class and gender, this research examines the complexities of college processes and multi-dimensional notions of student success and access to higher learning in view of greater social justice. Using Bourdieu’s and Sen’s conceptual frameworks, it adds to the literature novel analytical perspective and advances the thesis about social inequalities and higher education. This paper illustrates how community college can elucidate social class disadvantages in highly competitive education systems. Copyright © 2019 AERA.

Aim: To enable participants to understand the latest development of teacher education in Hong Kong, this paper aims to: (1) review the literature on the Hong Kong Teacher Competence Standards (TCSs) and the standards' implications on teacher education; (2) outline how the field experience (FE) learning framework with the application of electronic portfolio was developed to meet the TCSs; (3) report the pilot studies on the framework; (4) discuss how the framework enhance student teachers’ learning in FE; and (5) conclude and recommend the further development of the framework.Content: To uphold a high standard of teacher education for the benefit of our society, the public is greatly concerned with whether or not teachers can meet Teacher Competence Standards (TCSs). Field Experience (FE) is a cornerstone of teacher education that interconnects with theory and practice to achieve the most effective learning outcomes and meet the TCSs. An outcome-based FE learning framework was developed with an emphasis on using an electronic portfolio (ePortfolio) as a lifelong professional development tool in the context of Hong Kong. This paper will outline the design rationale, development process and three-round pilot studies of the framework after reviewing the literature on TCSs and the standards’ implications for teacher education. The findings of the studies show that the framework facilitates the student teachers to demonstrate their achievements of a teacher's holistic work in school with the learning activities used in the ePortfolio, in turn, to meet the core domains of TCSs despite some of them found difficulties in understanding the school context and applying theories. How the framework enhances FE learning will be critically analysed from the TCSs and professional development perspectives, and followed by recommendations on future development of the framework for meeting the TCSs.The Ambition of Teacher Education: This paper echoes the cutting edge and innovative practice

This proposal reports a case study of four principals’ leadership approaches to equality of learning opportunities towards inclusion for all students with different special educational needs (SEN). The study was conducted in the Chinese education system in Hong Kong where more SEN students are placed in ordinary public schools. The key questions are: What are the challenges facing the principals for equality of learning opportunity for SEN students in ordinary public schools? How do the principals enact leadership for equal learning opportunity for SEN students? What effects of the principal leadership on the student learning are regarded as school improvement towards inclusion? The findings unveil the principals’ concerns with the effects of leadership practice for whole-school inclusion on all students. Copyright © 2019 AERA.

漢語師資培育課程設置「現代漢語」科是建基於漢語教師須具備漢語知識才能有效教授學生學習漢語的理念。筆者於2012年進行了「國際漢語教師元語言知識運用的個案研究」，分析受試者（修讀香港教育學院「國際漢語教學文學碩士課程」中「現代漢語」科的學生）在實習期間的教學實錄和反思紀錄，了解受試者能否有意識運用語言知識來教學，即探討「教師漢語元語言意識」的發展和所產生的作用。結果顯示現代漢語知識達中等水平的準教師在教學過程中運用漢語知識的意識不強。筆者因此反思漢語師資培育課程中「現代漢語」科的教學取向，於2012-2013年增加了「漢語知識在漢語教學上的運用」的小組專題報告和個人教學實習反思報告，以加強發展學生（準教師）的漢語元語言意識，提高他們運用漢語知識來加強教學成效的能力。本論文綜合分析30名學生（準教師）「現代漢語」科的學習成果，進一步探討純漢語知識學習和「教師漢語元語言意識」發展的關係，以及檢討師資培育課程中「現代漢語」科的教學策略運用。This article reflected on the traditional belief of the direct relationship between language knowledge learnt by the language teaches and their ability to teach language in the classroom. The notion of development of Teacher Metalinguistic Awareness, (hereby referred to as TMA), was discussed in the article. TMA was regarded as an important factor contributing to effective language teaching (Andrews, 1997; 1999; 2001; 2003; 2006; 2007). Assessment result of 30 students (pre-service teachers) of the Modern Chinese Course was thoroughly analyzed. The teaching strategy used in the Course was revisited based on the analysis of the assessment result. This finding would shed light on the continuous action research on the development of Teacher Metalinguistic Awareness through the teaching of Modern Chinese of a CSL Teacher Education Programme. Copyright © 2015 台灣華語文教學學會.

高等教育及其市場的發展不僅有助於增加國民收入，還有利於國家在國際競爭中發揮軟實力。中國香港、馬來西亞、新加坡等國家和地區的政府，都積極地採取措施打造區域教育中心；中國內地為滿足國民日益增長的留學需求，積極尋求海外夥伴，以推動高等教育逐步走向多元化。文章闡述了這些亞洲國家和地區通過推進跨國高等教育來實現大學國際化的戰略。結合作者在上述亞洲國家和地區對很多正在跨國攻讀學位的學生所做的訪談，文章論述了學生在不同國家的留學體驗。 Copyright © 2013 教育部教育管理信息中心.

Valid feedback is essential for the administrators, educators, parents and, of course, for children to be able to steer their development in a sustainable way. Key influential theorists such as Montessori, Piaget, Vygotsky, and others all used observations extensively to understand how children learn and use knowledge about children's learning to improve pedagogies and children's lives. However, most adults including teachers in the ECEC settings have not always observed children and tracked their growth.The grantees of Hong Kong Research Grants Council, Dr James Ko, Professor Doris Cheng, and Dr Jyrki Reunamo, have collaborated to find relationships between young children's involvement, adaptation and agency in early childhood settings through systematic observations. More than 100,000 observations were documented in research and professional development programs conducted in Finland, Taiwan and Hong Kong. By using simple cross-tabulation, researchers and teachers can obtain information about the context-specific aspects of learning, emotions and social relations. For example, children’s strategies to confront bullying were connected to their observed activities (Reunamo, Ko, Cheng, Lee, Wang, & Salminen, 2016). Agency and openness orientations observed in children were found affecting their differential development trajectories including their school readiness (Ko, 2015) and some children may show a higher risk in certain aspects of growth (Ko, 2015; Reunamo et al., 2016). It is well-known that "play" related activities in Hong Kong are very different from Finnish one (Cheng & Stimpson, 2004, Cheng, 2012), though western teaching approaches are translated in the Hong Kong early childhood curriculum (Cheng, 2006). By systematic observations, Cheng and Chen (2017) also showed that children in play-based activities showed the strongest class involvement. Recently, three researchers have developed self-accessible training materials with video clips and demonstrated how