香港美術教育協會就「大學教育資助委員會」和「師訓與師資諮詢委員會」對教育發展的未來方向對公眾諮詢有關師資問題提出意見。該會就美術師資培訓提出「質」和「量」的建議，其中包括在師資培訓課程內容的改革，各大專院校和大學資源的靈活運用，並且要提高教育行業的吸引力，使優秀學生投身教育界，以提高教師質素。

This paper aims to promote teachers' participation in all curriculum development processes commonly believed to be a powerful collaborative approach which can improve the school curriculum. The author points out that its success lies on three interacting elements: the skill and knowledge enhancement of teachers, a genuinely open system for participation, and a facilitating human environment.

作者綜合課程實踐的需要和師資培訓者的意見，提供了一個中文科教師的中文能力結構，並參照台灣國民學校教師研習會的同類研究，以能力結構為基礎設計了一份有63道題目的問卷。研究以問卷形式訪問六類教育專業人員，看他們對小學中文科教師的語文能力的要求。研究在1986年和1996年重覆進行，結果顯示雖然相差10年，但受訪者的看法仍十分接近。他們均認為基本的語言知識和能力，以及教學語言能力最為重要，而且看法與台灣的教育工作者相當吻合。作者認為要經過實際測試，才能確知中文科教師的語文能力是否能達到要求，最後他們建議：一、要繼續進行研究，才能訂定實際可行的教師基準；二、參考研究結果，釐定師資培訓課程的新路向；三、加強教師語文基礎知識、寫字能力、寫作能力、文學作品賞析能力和中國文化知識的培訓。（鄭佩芳整理）

作者採用問卷調查方法，問卷包括普通話能力、聆聽能力、注音能力及朗讀能力四部分，共52項能力要求，研究對象逐一評定它們對一位中文科教師的重要性。研究結果顯示中、小學中文科教師對普通話能力要求不同；另外，不同教學年資和年齡的老師，對為中文科教師舉辦的普通話課程應包括的範疇，也有不同的看法。研究者根據這些結果，對相關的培訓課程提出一些建議。（何文勝整理）

The current global movement in the reform of education seems to focus on a number of issues that include standards, quality and teacher preparation. With regard to the latter, while teacher education curricula in most parts of the world attempt to strike a balance between content and professional training, the emerging scenario is that of training expert teachers. Three types of knowledge identified as necessary for expert teaching are content knowledge, pedagogical knowledge and pedagogical content knowledge. For Hong Kong to embark on a satisfactory and effective public education reform, it is essential that its most valuable human resource (i.e. teachers) must be comprehensively and adequately developed. Attention must be paid to both pre-service and in-service to raise an excellent quality-oriented teaching force. Teacher educators and researchers make important and well-informed decisions about what should be included in pre-service and in-service teacher development programmes. However, it is also important to take into account the teachers' own perceptions about the areas in which they feel confident and knowledgeable and those inwhich they do not. One practical avenue of sourcing such information is the teacher in training who is learning to acquire and display expertise. This paper reports on an investigation using a sample of 183 science and mathematics trainee teachers. A 60-item instrument, the Science and Mathematics Expert Teacher Preparation Survey (SMETPS),was developed to gather data on trainee teachers' perceptions of their current knowledge and what they think they need to know to become expert teachers. The data, analysed using both descriptive and inferential statistics, indicated some of the areas in which trainee teachers identified the need for future professional development that would contribute towards expert training. Several issues which emerged from the results are discussed, with reference to implications for current efforts in expert teacher

The paper focuses on the development of teacher thinking, specifically L2 teachers' subject-matter cognitions, i.e. their Teacher Language Awareness (TLA) (see e.g. Andrews 2001, 2003). The study examines the evolving TLA, as it relates to grammar, of three teachers, each a graduate with more than 10 years' experience of teaching English in Hong Kong secondary schools. All three teachers took part in a previous TLA study conducted in 1996-97 (see Andrews, 1999a), when they were in their early years of teaching and had received no professional training. In the present study, these three teachers' TLA and cognitions about grammar were investigated once more (in 2004). The aim of this follow-up study was to tell the story of each teacher's evolving TLA and grammar-related cognitions. In both phases of the research a mixed methods approach was adopted. Data from the two studies suggested that the teachers' TLA and grammar-related cognitions had altered very little. Their underlying beliefs about grammar pedagogy and the role of explicit grammar teaching, and their knowledge about grammar (as measured by a test of LA) seemed largely unchanged. The main difference between the three teachers was in their interaction with the context in which they worked.
[Copyright of Language Awareness is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09658410608668846 ]

This article traces the processes for encouraging and/or ensuring the accountability of teachers in Hong Kong. It is argued that, if examined historically, the nature of teacher accountability has been determined by the government, whose approach has been ambivalent and paradoxical. Up until the mid-1980s, through inertia and non-decisions, the low level of professionalization of teaching was reinforced. Subsequently, from the late 1980s onwards, the government resisted and diluted attempts by the professional community to regulate itself. Most recently it has sought to introduce systems to allow the government to scrutinize teachers in an ostensible attempt to promote the level of teacher professionalism, whilst at the same time attempted to maintain the low status of the main institution dedicated to teacher education. These are analysed in terms of the differences between professionalism and professionalization, the government's own legitimacy and the changing political context.
[Copyright of Research Papers in Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0267152032000177007]

The authors examined the confidence of teachers from Germany, Hong Kong, Italy, and the United States (N = 1,375) to address civic topics with their students. The authors also used differential item functioning models to examine responses to items from the Teacher Confidence Scale of the International Association for the Evaluation of Educational Achievement's Civic Education Study (J. Torney-Purta, R. Lehmann, H. Oswald, & W. Schulz, 2001; J. Torney-Purta, J. Schwille, & J. Amadeo, 1999). National case-study data explained findings within each context. Results revealed that the confidence of teachers varied when they addressed civic topics. Furthermore, teacher confidence varied as a function of country of residence. Case studies supported quantitative findings. Society-based factors, school-based factors, and public discourse illuminated effects of national context on teacher confidence.
[Copyright of Journal of Educational Research is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.3200/JOER.101.3.177-188 ]