In recent years, it seems that teachers in Hong Kong feel negatively about their work. To some extent, the negative emotional experiences may not only affect teachers’ well-being, but also the quality of schooling. Thus, it is necessary for us to pay attention to the phenomenon of teachers’ emotional experiences, especially the negative ones. In the literature, researchers have investigated teachers’ emotional experiences from the psychological perspective. Nevertheless, the psychological perspective may neglect the social impacts on teaches’ emotional experiences. The limitation may create an incomplete or inaccurate understanding about the phenomenon. In order to overcome the limitation, this article proposes a sociological research agenda for further investigation on the basis of symbolical interactionism. Copyright © 2014 Sjournals. All rights reserved.

Novice teachers are often eager to embark on their journey in the teaching profession after years of teacher education, ready to actualize their educational ideals. Some head towards a smooth start while others encounter a wide range of constraints during their initial years of teaching. Drawing on narrative interviews with a number of novice English teachers in Shenzhen and Hong Kong for at least one academic year and other data sources such as their EFL learning autobiographies and school documents, this paper examines and compares (1) the opportunities and constraints these teachers face in their initial years of teaching and (2) their responses to the perceived opportunities and constraints in their attempts to take control of their teaching, in two different socio-cultural and educational contexts of Shenzhen and Hong Kong. This paper highlights how possibilities for and constraints on teacher autonomy are mediated by teacher agency, teacher identity and teacher beliefs. It also sheds light on how novice teachers can be afforded more opportunities in their struggle to become autonomous practitioners. Copyright © 2016 華中科技大學外國語學院.

During the COVID-19 pandemic, teaching and learning activities had to be conducted fully online. To sustain quality education, teachers could use open educational resources (OERs) available in the public domain to make online mathematics teaching more effective and interactive. However, we currently know little about the use of OERs in primary school settings. Therefore, this study seeks to understand their school policies and guidelines on and teachers’ experience of using OERs during the pandemic. Our overarching goal is to provide recommendations on the future development and use of OERs in the context of primary school mathematics education. We employed a qualitative approach and interviewed 13 mathematics teachers from different primary schools. Our findings suggest that teachers tended to rely on OERs more during the pandemic than before. They used OERs to introduce mathematics and to facilitate class interactions in online lessons. However, not all schools had policies and guidelines on the use of OERs in place. Some teachers also encountered challenges when using OERs, such as finding that the resources were unsuitable for school contexts and lower primary school students. Based on the findings, we discuss some possible strategies for the improvement, such as ensuring the suitability of OERs, through developer–teacher collaborations. Copyright © 2022 by the authors.

This study investigated the mediation role of teacher resilience between job demands and resources and their well-being and job performance using a sample of 407 teachers from Hong Kong, SAR and mainland China. Confirmatory factor analysis and structural equation modelling were employed to deal with the dataset. The results indicated that the professional dimension and the emotional dimension of teacher resilience were affected by decision latitude (potential control over the job tasks and conducts) and school support respectively and predicted teacher well-being. The motivational dimension and the social dimension of teacher resilience promoted teacher job performance, influenced respectively by task overload (negatively) and role demand (positively) along with school support. This model is the first attempt to represent the relevance of the Job Demands-Resources theory that teacher resilience can buffer negative job demands and boost positive job resources to promote their well-being and performance in a specific societal and educational context. Implications for cultivating teacher resilience to everyday challenges and adversities were proposed in order to assist teachers to not only survive, recover, and thrive, but also to establish a school resilience cascade (potential resilience chain affecting a system due to an act of teacher resilience) for these turbulent times. Copyright © 2022 Informa UK Limited, trading as Taylor & Francis Group.

This qualitative study examined the pedagogical thoughts of three kindergarten teachers in the English classroom practice. It is a partial replication of Gatbonton Model (1999, 2008) and Mullock Model (2006). Three teachers were invited to attend stimulated recall interviews to explain their segments of their lesson recordings. The underlying assumption is the cognitive thinking of teachers can be coded when they are prompted with visual or audio aids. These pedagogical thoughts were labeled and categorized into 50 pedagogical thoughts under eight domains. The highest consulted pedagogical thoughts of the three teachers were compared and discussed to find patterns, and similarities and differences. The data were further studied to find out the PCK of kindergarten English teachers (PCK-EKT). Seven PCK components were identified: (1) Subject Content Knowledge (PCK-SCK), (2) Knowledge of Students (PCK-KS), (3) Knowledge of Educational Context (PCK-KEC), (4) Knowledge of Education Ends (PCKKEE), (5) Knowledge of Curriculum (PCK-KCu), (6) General Pedagogical Knowledge, and (7) Child-friendly Pedagogy. With a focus to inform teaching practice, the components are basically like the seven categories of Shulman’s teacher knowledgeg. The derived PCK-EKT emphasizes the knowledge in PCK. For example, PCK-SCK means Subject Content Knowledge within teaching kindergarten English. The knowledge is discipline-specific. The category in teacher knowledge in Shulman’s model is in a broad sense. Besides, the PCK development of the three teachers was recorded. Their stories give insights on teacher professional development and the role of principals in ‘nurturing’ competent English teachers. All rights reserved.

本文以香港教育大學“漢語作為第二語言教學榮譽文學士課程”的“學校體驗 (Field Experience) ”課程為例，從評核模式、QA機制和學習成果等三方面，介紹、檢測、反思香港國際漢語准教師學校體驗課程的評核機制，以期為對全球化背景下的國際漢語師資培訓提供參考。文章首先從評核項目和評核標準層面，系統介紹相關評核模式的框架與內容，包括准教師掌握學科知識、運用教學內容知識 (教學設計)、進行教與學活動、應用評估以促進學與教的能力，以及關懷及照顧學習者的需要、教學評鑒和反思 (上課期間及課堂後)的表現。進而介紹評核的素質保障機制，包括導師層面的專業資格認定，操作指引，評估標準化訓練，啟導協同，意見調查，以及學生層面的申訴與轉介機制。最後從學習成果層面檢測相關評核機制的成效。數據顯示，學校體驗評核機制形成的回沖效應（Backwash effect)可以正面引導學生的學校體驗學習行為，達到評估促進學習的目標。 Copyright © 2022 英國漢語教學研究會.

Despite the critical role of formative assessment in instruction, there is a lack of theory-driven instruments that specifically assess teachers’ formative assessment literacy. This paper reports the development and validation of the Teacher Formative Assessment Literacy Scale (TFALS). The instrument was developed on a three-dimensional model of formative assessment, aiming at assessing the conceptual, practical, and socio-emotional aspects of formative assessment literacy. Survey data were collected from 585 teachers in Hong Kong primary and secondary schools. Exploratory factor analysis suggests a three-factor structure, and confirmatory factor analysis supports this structure. Rasch analysis results further support its scale dimensionality and item quality. In addition, the relations between TFALS scores and teachers’ formative assessment practices demonstrate the instrument’s external validity. Overall, the results suggest that the TFALS is an appropriate instrument for assessing teachers’ formative assessment literacy. The potential of using the TFALS in research and practice is discussed. Copyright © 2022 Elsevier Ltd. All rights reserved.

Past studies identified isolated factors influencing teachers' formative assessment practices (FAP) but did not show a comprehensive model of it. Hence, this study systematically creates and tests a theoretical model of FAP by determining whether personal or contextual factors are linked to teachers' FAP. We collected longitudinal data from 296 Hong Kong primary and secondary teachers through two waves of the survey. The results of a multivariate outcome, multilevel analysis showed that personal (teacher rank, years of teaching experience, and self-efficacy) and contextual factors (school support, total number of teachers in a school, and teaching grade) significantly impact teachers’ FAP. Copyright © 2022 The Authors. Published by Elsevier Ltd.

A significant challenge in studying formative assessment is the lack of suitable instruments for assessing teachers’ formative assessment practices. This paper reports the development of the Teacher Formative Assessment Practice Scale (TFAPS) and its psychometric properties based on two samples of primary and secondary school teachers: one from Hong Kong (N = 449) and the other from Italy (N = 309). Exploratory factor analysis identified two distinct factors, including teacher-directed formative assessment (TdFA, six items) and student-directed formative assessment (SdFA, four items). The confirmatory factor analysis supported this two-factor structure. Rasch analysis provided further psychometric evidence regarding scale dimensionality and item quality. This study suggests that TFAPS is an appropriate instrument for assessing teachers’ formative assessment practices, but the cultural influence on teachers’ formative assessment practices should be noted in the applications of the instrument. Copyright © 2022 The Author(s).