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 ]

作者於文章匯報，基於資料所得到的教師的科學知識，及教師應用科學於教學和日常生活中的情況，檢討現時幼師培訓課程的有效度，繼而討論如何加強幼師在科學方面的培訓。最後，作者作出建議引發幼師教育工作者對幼兒科學學習的重現。

The author reports the results of a questionnaire survey study on 100 junior secondary science teachers and 200 primary General Studies teachers, of which reveal teachers' self-evaluation on the their scientific process skills. The author posits that the implementation of General Studies might have a negative effect on science education, because most teachers did not have sufficient science background knowledge to teach.

Investigating English grammar awareness and knowledge of 141 English as a Second Language teachers and teacher trainees in Hong Kong, the author compares the results between native Cantonese speaking and native English speaking teachers, and then relates the results to teachers' teaching experience and educational background.

文章探討普通話科（小學教師）語文基準釐定的理論基礎。作者從兩方面討論這個問題。首先為是否需要有這個測試；作者認為一向以來普通話教師隊伍的合格率偏低，不能適應社會和家長的要求，因而首先對小學普通話教師訂定基準是政府面對社會需求所必須製定的政策。其次是如何從學術上來訂定這個標準。作者指出測試包含了聆聽與辨認，漢語拼音的拼寫和譯寫，朗讀、拼讀與說話，課語言運用四方面。作者認為，評分充份考慮到方言區教師的實際情況，因此要求較適中，要求教師達到一般水準，既不太低，又沒有苛刻的要求；測試內容亦能全面照顧教師知識及能力結構的多面性。（鄭佩芳整理）

作者先介紹擬聲詞在句子充當的成份，並指出從受測試的準教師表現來看，他們對擬聲詞的掌握有問題。這反映出這些準教師在小學或中學時，對某一類詞的認識不足，這便會對下一代有不良的影響，情況令人擔心。（關之英整理）