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.

Educators and politicians in Taiwan, Hong Kong, Japan and Korea expound the necessity for their East Asian school systems to become more like those in the West. They complain that there is too much rote learning, uniformity, and standardization and too little emphasis on creativity, diversity, and problem solving. In addition, competition is fierce for scarce places in elite schools and universities, leading to unfulfilled ambitions and wastage of talent among the high proportions of young people failing to gain entry. Meanwhile, their counterparts in North America, Australia, and Great Britain look in the reverse direction to these same East Asian countries and wonder what they can learn from the superior academic results of East Asian students on International Achievement Tests in mathematics and science (Atkin & Black, 1997). Copyright © 2002 by Routledge.

Background: Research into teacher emotion has attracted increasing attention in the last two decades. The relevance of teacher emotion in education has been highlighted. However, evidence of how teacher emotions impact their teaching approaches is rather limited.Aims: This study investigated the relationship between two self‐report instruments – the Teacher Emotion Inventory and the Approach to Teaching.Sample: There were 1,830 teachers were approached from 43 primary schools in China and 12 primary schools in Hong Kong.Methods: Exploratory factor analysis, confirmatory factor analysis, and structural equation modelling were utilized in the analysis procedure.Results: As a result, a five‐factor TEI model was identified with two positive factors (Joy and Love) and three negative factors (Sadness, Anger, and Fear). A ATI model involved was confirmed with three factors (Knowledge Transmission, Student‐Teacher Interaction, and Student Focus). Structural equation modelling demonstrated that more student‐centred approaches are the consequence of positive teacher emotions while a teacher‐centred approach is the consequence of negative teacher emotions although there are two surprising links.Conclusions: Identifying this pattern of relationships will contribute to understanding the reasons why new teaching strategies are often not adopted despite well‐designed professional programs and educational reform and will provide implications for teaching improvement through teacher emotion. Copyright © 2018 The British Psychological Society.

Teachers are important social agents who affect students' cognitive and social behaviors, including students' self-directed use of technology for language learning outside the classroom. However, how teachers influence student behaviors may vary across cultures, and understanding how teacher influences vary across different cultures is critical to developing culturally adaptive approaches to enhance students' self-directed use of technology for learning outside the classroom. This study surveyed 418 undergraduate foreign language learners (190 from Hong Kong and 228 from the U.S.) on their intention to use technology for language learning outside the classroom, teacher influence and other psychosocial factors that may affect their technology use intentions. Structural equation modeling analyses of the survey responses indicated that teacher capacity support was consistently the most influential teacher practice affecting students' self-directed technology use across the two cultures, whereas teacher affective support and teacher behavior support were significant predictors for Hong Kong students but not for U.S. students.
[Copyright of Educational Technology Research and Development is the property of Springer New York LLC.]

The cost of higher education (HE) continues to grow at an unsustainable rate in many country contexts, including in East Asia. With recent and projected HE growth in this region, HE administrators are increasingly faced with how best to provide cost-effective delivery while at the same time addressing how to meet workforce demands of increased quality, accountability, and international standards of excellence. In this article, we examine good and best practices of HE finance models in China, Hong Kong, and Taiwan. A primary objective of this article is to highlight a select number of exemplary models of HE financing that can reduce or at least help level off this unsustainable trend. We conclude with recommendations to assist policy makers, government planners, and HE administrators in their attempts to meet the financial challenges of today and in the future.
[Copyright of International Journal of Educational Development is the property of Pergamon Press.]

This article unpacks how neoliberal discourse functions as a dominant but problematic system of reasoning that changes and shifts the ways in which we come to think about early childhood education and care. A post-structuralist lens is deployed to understand the production of fears and hopes under the looming shadows of contemporary education reforms and social policies. Highlighting Taiwan, Hong Kong and Korea as three cases from East Asian cultures, this article seeks to elucidate how a similar neoliberal economic and political imaginary is at work to (re)construct East Asian children as human capital for the alchemy of productive citizens in the 21st century.
[Copyright of Policy Futures in Education is the property of Symposium Journals.]

Research on transnational Higher Education governance has provided a thesis explaining how East Asian states have successfully selectively blended elements of globalisation in Higher Education with their pre-existing regulatory regimes. However, this paper argues that the thesis overlooks the significance of local politics in understanding the formulation of Higher Education policy, thus insufficiently acknowledging the indeterminacy that arises in the globalisation process. To address this argument, this paper examines the transnational Higher Education development in Singapore and Hong Kong and explains how political resistance and corresponding policy changes that emerged in these two societies help reconceptualise transnational Higher Education governance.
[Copyright of Higher Education Quarterly is the property of Wiley-Blackwell Publishing Ltd..]

中國香港是一個國際化大都市,在諸多領域都發展出具備自身特點的體系,在教育方面更是如此。中國香港地區的教育具有鮮明的東、西方文化融合的特征:既有重視知識體系架構、基礎知識學習及教師作用的東方傳統教育特點,又有強調學生自主探究、合作學習,培養其創新能力、尊重學生個性發展的西方教育特色。香港教育在各方面的獨到成功之處,值得研究與借鑒。對此,或許我們可以由香港地區獨特的教育術語出發,作一番探析。

港臺兩地的教改(教育改革)抱著革故鼎新的追求起步,教改的配置也幾近完美,然而結果卻是教改的主攻目標未能達成,甚至還派生出一系列新的棘手問題。兩地教改主攻目標落空的過程與事實,至少給我們留下了可資借鑒的四條教益:理想的教改目標往往知易行難,與本土文化"決裂"的教改難以成功,沒有不知疲倦的教師和無所不能的培訓,世上幾乎沒有有利無弊的教改舉措。