香港教育大學中國語言學系提供的「照顧小學生中文的學習差異專業進修證書」課程，通過理論介紹與行動研究，幫助在職老師進一步了解、掌握、推動小學中文課室內融合教育，改善教學方法，提升教學質量，照顧學生不同需求，讓不同層次的學生在學習上都能有所提升，從而更好地在學校推行融合教育。此課程是一個雙向的課程，學員們不但能從課程中學到最新的理論，也可以從各自的學校的實戰當中相互分享先進實用的經驗。本文將列舉本課程中和學員一道進行的一部分行動研究，並闡述一些學校在融合教育當中對於協助具有特殊教育需要的同學在小學中國語文方面的中國語文校本課程計劃、照顧個別差異的課程評估，以及提升學生在閱讀教學中的興趣和投入感等方面的實戰經驗，使學界能對香港小學課室內中文科目融合教育有進一步的了解。The Department of Chinese Language Studies of The Education University of Hong Kong offers a “Certificate in Professional Development Programme on Catering for Student Diversity in Learning Chinese in Primary Schools” course. Through theoretical introduction and action research, the in-service teachers can better understand, master and promote their classroom integration in primary school Chinese classes and improve their teaching methods. The quality of teaching takes care of students' different needs and enables students of different levels to improve their learning so as to better integrate education in schools. This course is a two-way course, not only the in-service teachers can learn the latest theory from the course, but also share their advanced and practical experiences. This article will describe some of the action studies conducted in conjunction with the students in this course, and explain some of the schools' Chinese language school-based curriculum plans for assisting students with Special Educational Needs in elementary school Chinese language in integrated education. The practical experience of taking care of individual differences in curriculum assessments and enhancing students' interest in and interest in reading has enabled the academic community to have a better understanding of the integration of Chinese subjects in Hong Kong’s primary school classrooms. Copyright © 2017 特殊教育學會有限公司.

Little research on preservice teachers’ pedagogies in Technological Pedagogical Content Knowledge (TPACK) across subjects has been conducted. Broad and in-depth understandings of the teachers’ TPACK patterns are imperative to enhance subject teaching in schools. This article aims to explore preservice teachers’ pedagogic practices of integrating technology for teaching. By examining their pedagogies through the TPACK framework, the key question is: What pedagogic patterns do the preservice teachers interweave into their subject teaching? We explore preservice teachers’ pedagogies across subjects in Hong Kong as a cross-case study. The findings suggest that the teachers preferred to use technology as various pedagogic strategies and representations for teaching. The majority preferred to integrate technologies in teaching in support of students’ understanding and construction of subject knowledge. Implications of preservice teachers' TPACK practices for policymakers and teacher educators aiming to enhance teacher education are also discussed. Copyright © 2017 The Turkish Online Journal of Educational Technology.

This paper reports the results of a qualitative study that examined the perspectives of one group of teacher educators and pre-service teachers about a teaching internship in Hong Kong. Reflecting recent interest in both a practice turn in pre-service teacher education as well as teacher identity construction, the study uses in-depth interviews to reveal how both teacher educators and pre-service teachers construct the meaning of a teaching internship. The results suggest that two discourses dominate such meanings: the discourse of integration and the discourse of separation. The study not only reveals the presence of these discourses but, moreover, considers how their interplay provides affordances for and constraints upon the capacity of pre-service teachers to construct their professional identities during the teaching internship. This exploration suggests that this interplay can lead to identity conflict for pre-service teachers. Implications for overcoming such conflict in ways that support the construction of pre-service teachers' professional identities are considered and suggestions for future comparative research discussed. Copyright © 2018 Teacher Development.

A hierarchy of inclusive teaching tasks by associated level of teacher efficacy is derived from a group of primary and secondary school teachers in Hong Kong using a Rasch rating scale model on 536 in-service teachers attending a professional development course. Findings show collaboration tasks represented the highest teacher efficacy in primary and secondary teachers. Managing behavior represented the lowest level of teacher efficacy but slightly more in primary than in secondary school. Hence, future training regarding inclusive practices should be specific to the school level, with a strong focus on collaborations between school, parents, and the community. Copyright © 2018 Elsevier Ltd. All rights reserved.

Previous studies that have found changes in the teaching motivations of student teachers assumed that these changes resulted from the field experience, without actually examining whether this was indeed the case. The mixed method study described in this chapter sought to cross-sectionally compare the teaching motivations of first- and fourth-year student teachers in an initial teacher education (ITE) programme, and at relating their differences in teaching motivation to the ITE programme, particularly the field experience. In this study, 319 first-year and 460 fourth-year student teachers in Hong Kong completed a teaching motivations questionnaire, and 35 and 12 from each group, respectively, then volunteered to participate in follow-up interviews. Both year groups were high in intrinsic, altruistic, and extrinsic teaching motivations (adaptive motivation) and low in teaching as a fallback career (maladaptive) motivation, although the fourth-year student teachers had lower adaptive and higher maladaptive teaching motivations compared to the first-year students. Interview data from the fourth-year student teachers clearly revealed the importance of the field experience in shaping teaching motivations. While the reality of the heavy workload and gloomy job prospects as experienced in their field experience lowered the teaching motivations of some, their negativity can be partly offset if they have high perceived teaching competence. The implications for teaching education are discussed. Copyright © 2018 selection and editorial matter, Kerry J. Kennedy and John Chi-Kin Lee; individual chapters, the contributors.

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. Based on the research and professional development programs conducted in Finland, Taiwan and Hong Kong with more than 100,000 observations, we found some relationships between young children's involvement, adaptation and agency in early childhood settings through systematic observations. We will introduce observation strategies with video clips and demonstrate our latest mobile application for observation for practitioners to contribute to a big data pool aimed to enhance the teaching quality in ECEC settings. Copyright © 2018 EARLI.

This study examined the design of a computer-supported environment using online discussion for alignment of learning, collaboration and assessment. Participants were 155 student teachers attending a course in psychology of classroom learning in a teacher education program in Hong Kong. The design included students contributing to online forum; engaging in regular discussion; and reflecting on their discourse. For reflective assessment, student teachers identified three best examples (clusters of notes) from the class community’s discourse and explained why they were important for their inquiry. Data consisted of questionnaires on epistemic beliefs and collaboration; students’ postings on online forum; reflective assessment notes (3 best clusters of notes); and end-of-term theory-practice summary paper. Correlation analysis show that students’ beliefs about collaboration was related to their beliefs about knowledge (development); as well, regression analysis indicate that reflective assessment scores significantly predict summary paper (domain understanding). Implications of examining both individual and community learning through reflective assessment in computer-supported environments are discussed. Copyright © 2018 EARLI.

This paper explores the integration of critical pedagogy and sociocultural learning in developing more engaging and rigorous teacher education practices for institutions that are looking to advance their ‘international standards’ in education for the shorter and longer term. The context is a program in Hong Kong that helps develop diverse undergraduates, often the first in their family to attend university, to be more effective teachers and researchers and be concerned with addressing social justice issues in their work and everyday lives. This paper discusses what can be called an educational pipeline that begins with early undergraduates and then branches off into teaching, postgraduate studies, and research. In examining this process, the paper discusses sustainable contributions that can be made when the pipeline is grounded in methodologies which help to reframe what is considered teacher and student knowledge, and promote a teacher education praxis towards greater agency, equity, and a more humanizing education. Copyright © 2017 Faculty of Education, The University of Hong Kong. All rights reserved.

This article reports a comparative study on the reasons for pre-service student teachers becoming teachers in Hong Kong and Macau. The study adopted a mixed methods research design, with 459 and 137 student teachers completing a questionnaire on teaching motivation and 35 and 15 student teachers joining a follow-up interview in Hong Kong and Macau, respectively. The study found that student teachers in both societies share commonality in their altruistic and intrinsic motivations, i.e. a sense of vocation. The difference in student teachers’ motivation reflects the contrasting perceptions of teachers’ work and the teaching profession in connection with the different educational systemic factors in Macau and Hong Kong. Government-initiated quantitative expansion and quality enhancement in education set the backdrop of an aspiring teaching profession with promising prospects as perceived by the student teachers in Macau. In contrast, the move towards "centralized-decentralization" with a focus on excellence, competition and accountability in education at a time of teacher surplus results in a demanding profession with gloomy prospects as perceived by the Hong Kong student teachers. These differences add to our understanding of how the development trajectories of different education systems and teaching professions influence young people’s motivation to become teachers in different societies. The study also provides insights for initial teacher education and offers suggestions for the education communities of the two societies. Copyright © 2018 Education Research Institute, Seoul National University, Seoul, Korea.