This study investigated the mediation role of teacher resilience between job demands and resources and their well-being and job performance using a sample of 407 teachers from Hong Kong, SAR and mainland China. Confirmatory factor analysis and structural equation modelling were employed to deal with the dataset. The results indicated that the professional dimension and the emotional dimension of teacher resilience were affected by decision latitude (potential control over the job tasks and conducts) and school support respectively and predicted teacher well-being. The motivational dimension and the social dimension of teacher resilience promoted teacher job performance, influenced respectively by task overload (negatively) and role demand (positively) along with school support. This model is the first attempt to represent the relevance of the Job Demands-Resources theory that teacher resilience can buffer negative job demands and boost positive job resources to promote their well-being and performance in a specific societal and educational context. Implications for cultivating teacher resilience to everyday challenges and adversities were proposed in order to assist teachers to not only survive, recover, and thrive, but also to establish a school resilience cascade (potential resilience chain affecting a system due to an act of teacher resilience) for these turbulent times. Copyright © 2022 Informa UK Limited, trading as Taylor & Francis Group.

This qualitative study examined the pedagogical thoughts of three kindergarten teachers in the English classroom practice. It is a partial replication of Gatbonton Model (1999, 2008) and Mullock Model (2006). Three teachers were invited to attend stimulated recall interviews to explain their segments of their lesson recordings. The underlying assumption is the cognitive thinking of teachers can be coded when they are prompted with visual or audio aids. These pedagogical thoughts were labeled and categorized into 50 pedagogical thoughts under eight domains. The highest consulted pedagogical thoughts of the three teachers were compared and discussed to find patterns, and similarities and differences. The data were further studied to find out the PCK of kindergarten English teachers (PCK-EKT). Seven PCK components were identified: (1) Subject Content Knowledge (PCK-SCK), (2) Knowledge of Students (PCK-KS), (3) Knowledge of Educational Context (PCK-KEC), (4) Knowledge of Education Ends (PCKKEE), (5) Knowledge of Curriculum (PCK-KCu), (6) General Pedagogical Knowledge, and (7) Child-friendly Pedagogy. With a focus to inform teaching practice, the components are basically like the seven categories of Shulman’s teacher knowledgeg. The derived PCK-EKT emphasizes the knowledge in PCK. For example, PCK-SCK means Subject Content Knowledge within teaching kindergarten English. The knowledge is discipline-specific. The category in teacher knowledge in Shulman’s model is in a broad sense. Besides, the PCK development of the three teachers was recorded. Their stories give insights on teacher professional development and the role of principals in ‘nurturing’ competent English teachers. All rights reserved.

本文以香港教育大學“漢語作為第二語言教學榮譽文學士課程”的“學校體驗 (Field Experience) ”課程為例，從評核模式、QA機制和學習成果等三方面，介紹、檢測、反思香港國際漢語准教師學校體驗課程的評核機制，以期為對全球化背景下的國際漢語師資培訓提供參考。文章首先從評核項目和評核標準層面，系統介紹相關評核模式的框架與內容，包括准教師掌握學科知識、運用教學內容知識 (教學設計)、進行教與學活動、應用評估以促進學與教的能力，以及關懷及照顧學習者的需要、教學評鑒和反思 (上課期間及課堂後)的表現。進而介紹評核的素質保障機制，包括導師層面的專業資格認定，操作指引，評估標準化訓練，啟導協同，意見調查，以及學生層面的申訴與轉介機制。最後從學習成果層面檢測相關評核機制的成效。數據顯示，學校體驗評核機制形成的回沖效應（Backwash effect)可以正面引導學生的學校體驗學習行為，達到評估促進學習的目標。 Copyright © 2022 英國漢語教學研究會.

Despite the critical role of formative assessment in instruction, there is a lack of theory-driven instruments that specifically assess teachers’ formative assessment literacy. This paper reports the development and validation of the Teacher Formative Assessment Literacy Scale (TFALS). The instrument was developed on a three-dimensional model of formative assessment, aiming at assessing the conceptual, practical, and socio-emotional aspects of formative assessment literacy. Survey data were collected from 585 teachers in Hong Kong primary and secondary schools. Exploratory factor analysis suggests a three-factor structure, and confirmatory factor analysis supports this structure. Rasch analysis results further support its scale dimensionality and item quality. In addition, the relations between TFALS scores and teachers’ formative assessment practices demonstrate the instrument’s external validity. Overall, the results suggest that the TFALS is an appropriate instrument for assessing teachers’ formative assessment literacy. The potential of using the TFALS in research and practice is discussed. Copyright © 2022 Elsevier Ltd. All rights reserved.

Past studies identified isolated factors influencing teachers' formative assessment practices (FAP) but did not show a comprehensive model of it. Hence, this study systematically creates and tests a theoretical model of FAP by determining whether personal or contextual factors are linked to teachers' FAP. We collected longitudinal data from 296 Hong Kong primary and secondary teachers through two waves of the survey. The results of a multivariate outcome, multilevel analysis showed that personal (teacher rank, years of teaching experience, and self-efficacy) and contextual factors (school support, total number of teachers in a school, and teaching grade) significantly impact teachers’ FAP. Copyright © 2022 The Authors. Published by Elsevier Ltd.

A significant challenge in studying formative assessment is the lack of suitable instruments for assessing teachers’ formative assessment practices. This paper reports the development of the Teacher Formative Assessment Practice Scale (TFAPS) and its psychometric properties based on two samples of primary and secondary school teachers: one from Hong Kong (N = 449) and the other from Italy (N = 309). Exploratory factor analysis identified two distinct factors, including teacher-directed formative assessment (TdFA, six items) and student-directed formative assessment (SdFA, four items). The confirmatory factor analysis supported this two-factor structure. Rasch analysis provided further psychometric evidence regarding scale dimensionality and item quality. This study suggests that TFAPS is an appropriate instrument for assessing teachers’ formative assessment practices, but the cultural influence on teachers’ formative assessment practices should be noted in the applications of the instrument. Copyright © 2022 The Author(s).

Co-teaching provides opportunities for children that cannot be produced by a solo teacher. However, building relationships between co-teachers, particularly in a cross-cultural setting, can be difficult. This study of early years teachers in a Hong Kong international school aims to consider the elements that facilitate a strong and productive co-teaching relationship and challenges that teaching teams encounter. The study utilizes qualitative interviews of 26 teachers to capture teachers’ perceptions of co-teaching. Findings suggest, that while teachers valued their relationships, the building and maintenance of a productive co-teaching relationship takes work, flexibility, and an openness to the perspectives of one’s partner. Copyright © 2021 Elsevier.

This paper compares conceptions of teacher quality in two education systems – Singapore and Hong Kong – that consistently perform well in international assessments of student achievement. Both systems constantly refresh their expectations of teacher competencies, with recent iterations, which offer a just-in-time opportunity to learn from how they now conceptualise quality teaching. This paper will provide the context surrounding each jurisdiction's education system, how each views teacher quality, and how each has rethought the concepts of teacher quality according to their unique contextual circumstance. The paper then compares these concepts articulated and enacted by each country, linking these to the wider international literature and scholarship in order to glean insights into what teacher quality is or how it might be reconceptualised to meet future needs. Copyright © 2021 Routledge.

Purpose: Both Hong Kong and Singapore leverage teacher collaboration to improve student learning, but state reforms differ in how teacher collaborative capabilities are prioritized. This paper provides a nuanced comparison of Hong Kong and Singapore teachers' values (risk-taking, power distance and uncertainty avoidance) to develop insights into how different policy focuses cultivate teachers' capabilities to focus on improving student learning. Design/methodology/approach: Employing Hargreaves and Fullan's (2012) concept of professional capital, statistical analyses determine teachers' values profiles of high, medium and low professional capital in the respective contexts. Leveraging related research on Singapore teachers (Lee and Lee, 2018), nuances in teachers' values in the Hong Kong results are identified via cluster analysis and explained via structural equation modelling. Findings: Medium professional capital Hong Kong teachers' values matched Singapore's, but teachers in other clusters are nuanced. Compared to Singapore teachers with similar levels of professional capital, high professional capital Hong Kong teachers have higher uncertainty avoidance, while low professional capital teachers are the opposite. In Hong Kong, high uncertainty avoidance values positively influence teacher leadership and focus on student learning. Nevertheless, as with their Singapore counterparts, high professional capital Hong Kong teachers have low power distance and high risk-taking values. Originality/value: This paper raises awareness regarding policy's influence in cultivating teachers' values and their transformational change capabilities. By comparing two hierarchical Chinese societies, the discussion questions whether Chinese and Western cultural influences are mutually exclusive, and whether transformational change in cultural values, if achievable, is necessary. Copyright © 2021 Emerald Publishing Limited.