This study examines how well in-service teachers in Hong Kong (N = 1,110) are supported in their efforts to teach in inclusive classrooms. It also examines the psychometric properties of the newly developed Teachers' Perceived Support Needs scale to measure in-service teachers' perceived support needs. Factors that predict teachers' perceived support needs are also identified. The exploratory factor and confirmatory factor analyses revealed two factors: 'support in using inclusive teaching strategies' and 'support in expert guidance'. The results show that the Hong Kong in-service teachers felt under-supported in implementing inclusive education. The experience teaching students with disabilities, level of confidence, level of training, gender and school type emerged as significant predictors of their perceived support needs in inclusive education. Copyright © 2022 Routledge.

In the face of the rising tension between Hong Kong and mainland China, Hong Kong's Chief Executive Carrie Lam blamed the city's education system for its inability to develop a sense of 'I am Chinese' national identity and vowed to step up 'national education' from preschool. This article explores how 188 young preschool teachers perceived their national identity and viewed the applicability of national education in Hong Kong preschools. Data were collected using both quantitative and qualitative measures. The findings showed that even though the participants strongly resisted their Chinese identity, they agreed that national education could be introduced in preschools if it would be rendered rational and apolitical. Nevertheless, they suspected that the administration's motive behind national education was political indoctrination. They also noted several pedagogical difficulties. Finally, the implications are discussed against the changing socio-political context, serving as lessons for local and international readers. Copyright © 2022 Routledge.

Opportunities for pre-service teachers to participate during their initial teacher education (ITE) in teaching-abroad experiences, where they spend time teaching in a foreign country, have become increasingly popular. However, studies to date have collected data during or soon after the participant’s return. Little is known about how recently qualified teachers (RQTs) who participated in such experiences during the ITE perceive their benefits. By collecting and analysing reflective writings of ten RQTs in Hong Kong, who participated in a teaching-abroad experience in China, this small-scale study sought to explore its impact on their perceived preparedness for their current roles in their home context. The findings suggest that the teachers feel that the experience added to their preparedness, in areas such as lesson preparation and planning, teaching confidence and flexibility and professional collaborations. The RQTs attributed these benefits to the unfamiliar teaching context and the additional teaching practice that the experience provided, as well as the opportunity to work closely with peers, course tutors and teachers in China. The study adds to the growing teaching-abroad literature by including the perspectives of RQTs, providing further justification for including such experiences in ITE programme curriculums. Copyright © 2022 Taylor & Francis.

The paper explores teachers’ endorsement of pastoral care, based on their socially and historically developed and interactively shaped understandings of teacher care, and how it surfaces in their practices. Participants are 25 academics in a self-financing teaching-oriented college in Hong Kong, in which teachers are also academic advisors for an assigned number of students and professional counselling is provided as another form of student support. The study identified three groups of teachers regarding their endorsement and enactment of pastoral care, namely, the supporters who are the overwhelming majority, the opponents and the bystanders. The author suggests that the relatively high level of endorsement and enactment of pastoral care found among the participants can be explained by its institutional, societal and cultural contexts. Implications of encouraging and facilitating teachers taking pastoral care as shared responsibility with professional counsellors in higher education are discussed. Copyright © 2022 Taylor & Francis.

Few large-scale studies have examined how prepared early childhood educators feel to teach music and movement to young children. This paper is part of a survey study conducted with 1,019 Hong Kong kindergarten teachers. We investigated their prior music and movement educational experiences (extracurricular activities, pre-service courses, in-service professional development), their perceived usefulness of such experiences, as well as their perceived confidence and readiness to teach music and movement in kindergartens. Differences according to teaching experience and educational qualifications were analyzed. Findings reveal the need to strengthen teachers’ preparation in music and movement, especially among beginning educators. Limitations are discussed. Copyright © 2022 Universidad Complutense de Madrid.

We report on an action research study conducted by two mathematics teacher educators in the United Kingdom and Hong Kong. The project consisted of three phases, the first two taking place in our respective teacher education courses and a final phase in which prospective mathematics teachers from both locations engaged in dialogue through a speculative fiction task. Our aim was to explore how our prospective mathematics teachers can be supported in becoming mathematics teachers for sustainable futures by innovating our own mathematics teacher education curricula. This study suggests that generative methods which support teachers in speculating on paths to potential futures as teachers of mathematics, can provide access to how prospective teachers negotiate issues in relation to the climate crisis and ways in which they conceive of related changes in their practices. By identifying the aspects of mathematics teaching that are viewed by the prospective teachers as contingent, and through offering tasks that support an expansion of this view, teacher educators are better placed to support the development of teaching practices needed for sustainable futures. Copyright © 2022 Taylor & Francis.

Pre-service mathematics teachers (PSTs) enter university with diverse beliefs and understandings of teaching and learning; yet, they may not be aware of how these conceptions are related to their epistemological and efficacy beliefs. This study explored how the mathematical beliefs, mathematics self-efficacy, and mathematics teaching efficacy of PSTs predict their teaching and learning conceptions. Participants were 80 PSTs (59.7% men and 40.3% women) who were studying in a 5-year full-time undergraduate degree program at a comprehensive research university in Hong Kong. Multiple regression analyses were performed to investigate the relationships between the PSTs' teaching and learning conceptions and various predictors. The results indicated that mathematical beliefs and personal mathematics teaching efficacy, a component of mathematics teaching efficacy, predicted traditional conceptions. Mathematics self-efficacy and mathematics teaching outcome expectancy, another component of mathematics teaching efficacy, predicted constructivist conceptions. This study yields insights into the different roles of mathematical beliefs, mathematics self-efficacy, and mathematics teaching efficacy in explaining and predicting the teaching and learning conceptions among PSTs, which demonstrates the potential to inform and improve PSTs' professional learning and development. Copyright © 2022 Springer.

Purpose: This research was undertaken to examine predictors of physical education (PE) teachers' attitudes toward teaching students with attention-deficit/hyperactivity disorder in general PE. Method: In-service PE teachers (n = 151) in Hong Kong completed a multi-section survey measuring demographic variables, attitudes, self-esteem, and intrapersonal and interpersonal mindfulness. Survey data were mainly analyzed through multiple regression analyses. Results: The results showed that special education-related coursework and self-esteem were positive predictors of attitudes. However, they were no longer a significant predictor after mindfulness was entered into the regression model while both types of mindfulness positively predicted attitudes. Discussion/Conclusion: Self-esteem as well as intrapersonal and interpersonal mindfulness play an important role in predicting PE teachers' attitudes toward teaching students with attention-deficit/hyperactivity disorder. Related training components may be included in the professional development programs for improving PE teachers' attitudes. Copyright © 2022 Human Kinetics .

This paper reports significant findings from an exploratory investigation of factors influencing kindergarten teachers' perceptions of holistic early childhood education (HECE) following the release of a recent policy document relating to Early Childhood Education by the Hong Kong Special Administrative Region. A comprehensive four-page survey questionnaire was completed by 165 teachers, in 22 Kindergartens across three Districts in Hong Kong. The questionnaire sought responses on demographics (including spiritual well-being); six aspects of ECE detailed in the HKSAR document; teachers' expectations of HECE; and their perceptions of parental involvement in their young children's development. This study revealed that kindergarten teachers' spiritual well-being was a key demographic factor contributing to their expectations of holistic early childhood education. Copyright © 2022 Routledge.

Purpose: The study evaluated the effectiveness of a training program for social workers to reduce their negative perceptions on children with special education needs (SEN), enhance their self-efficacy for inclusive practice, and promote their competencies in helping these children in Hong Kong. Method: A prospective quasi-experimental design was adopted in the evaluation, with 58 social workers (74% females) joining the program (the intervention group) and 39 (56.4% females) who did not join the program (the control group). Results: Participants of the intervention group showed a significant decrease in negative perceptions towards children with SEN and an increase of self-efficacy for inclusive practice and competencies after participating in the program when compared with the control group. Discussion: The study provides encouraging evidence on the effectiveness of a training program for promoting social workers' self-efficacy and competencies for inclusive practice, which is essential for social work intervention for children with SEN. Copyright © 2022 SAGE Publications.