This paper gives some preliminary analysis on the relationships between perceptions of national identity and national education by using quantitative data. A pilot-tested questionnaire has been sent to all civic education team teachers in Hong Kong secondary schools in 2018. Through quantitative analysis, it is found that some possible types of national education are adopted by teachers. The qualitative interviews with some teachers also reveal a diversified range of teaching methods on national education. All these findings can, hopefully, contribute to the existing literature. This study shall be useful for anyone interested in understanding how teachers perceive their national identity and national education in this post-materialistic and globalized world. Copyright © 2019 CiCea.

我國於2019年提出《粵港澳大灣區發展規劃綱要》(簡稱《規劃綱要》)方案，提出九個城市以及香港和澳門特別行政區作為區域發展的核心引擎，並藉著這些核心城市和港澳地區的發展，帶動周邊城市和區域的發展。從區域教育發展以及國際趨勢等角度來看，粵港澳大灣區的人才發展宜具有國家及區域意識及國際視野，宜注重科技與人文雙重取向；鼓勵粵港澳學校合作交流，共建院校研究基地；樹立多元化灣區教育合作理念，在科研、教育、經濟發展和人才培養等方面達至協同共贏效果。 China put forward the "Outline Development Plan for the Guangdong-Hong Kong-Macao Greater Bay Area" in 2019, proposing nine cities and Hong Kong and Macao Special Administrative Regions as the core engines for regional development, promoting as well the growth of the surrounding cities and regions. Through the analysis of regional education development and international trends, this paper discusses personnel training in the Greater Bay Area. The development of talents in this Area should have both a national and regional awareness and an international perspective, and be oriented towards both humanities and science and technology. Cooperation and exchanges between Guangdong, Hong Kong and Macao schools should be encouraged, so as to build joint research centers among institutions. A diversified concept of educational cooperation should be established to achieve win-win results in scientific research, education, economic development and personnel training. Copyright © 2020 河北師範大學.

This qualitative multi-case study explores a group of university-based language teacher educators' boundary crossing experiences in Hong Kong. Informed by a conceptual framework on boundary crossing and drawing on data from in-depth interviews and field observations, the findings reveal the opportunities and challenges embedded in teacher educators' boundary crossing between university and schools, between the teacher education and academic community, and between local and external contexts. The study contributes new knowledge to our understanding of teacher educators' boundary crossing through two different forms, i.e., horizontal and hierarchical, as they navigate sociocultural differences between various communities. The paper concludes with practical implications on how to promote teacher educators' continuing development in university settings. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.

Effective teaching is a key factor in educational effectiveness and improvement. To facilitate the knowledge exchange regarding effective teaching in secondary education internationally, there has been a growing interest in using classroom observation measures. However, little is known regarding the comparability of observation measures across various national contexts (measurement invariance). Consequently, comparing effective teaching behaviour across contexts is compromised by issues of construct and measurement equivalence. In the present study, we investigated measurement invariance of the International Comparative Analysis of Learning and Teaching (ICALT) for measuring teaching behaviour across various national contexts including the Netherlands, South Korea, South Africa, Indonesia, Hong Kong-China, and Pakistan. Results showed that ICALT indicates full strict invariance in four out of the six countries, which provides a possibility to compare teaching behaviour in the Netherlands, South Korea, South Africa, and Indonesia. South Korea indicated the highest quality of teaching behaviour, while Indonesia indicated the lowest. Copyright © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This paper aims to extend our understanding of the influence of school professional cultures and principal leadership effects on early-career teacher leadership aspiration, learning and development in the evolving hybrid of Western and Confucian cultures of Hong Kong. What are early-career teachers’ aspirations of leadership development in different professional cultures of the school? How do the principal leadership effects facilitate or hinder teacher leadership development in the professional culture? A multiple case study approach was adopted. Findings show that positive professional culture built by professional relationships between the principals and teachers and among teachers can stimulate early-career teacher leadership aspiration. The principal leadership effects can facilitate and hinder professional collaboration and support for the teacher leadership development in the Chinese school hierarchy of Hong Kong. This study contributes to unveiling in-depth understandings of teacher leadership aspiration, learning and development as the socially constructed experiences of the teachers in contrast to the professional culture highlighted in the school document. Insights gained from the study can inform the in-school progression of teacher leadership development in the school hierarchy. Implications for school achievement through continuing professional development are also highlighted. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.

This study aimed to develop a corpus-aided pronunciation teacher-training programme and examine the effectiveness of a corpus-aided pronunciation teaching approach in English classrooms in Hong Kong. A workshop was conducted for 86 participants to introduce several English learner corpora. After the workshop, eight volunteer participants, pre-service teachers in Hong Kong, were paired off, entered into a seven-stage corpus-aided pronunciation teacher programme and attended interviews. One pair was selected to give a trial lesson, and 13 primary school students were invited to evaluate this lesson. The results revealed that the training provided sufficient knowledge about corpus-aided pronunciation teaching and task design. The pre-service teachers expressed a strong willingness to use corpus data as examples to raise students' awareness of commonly mispronounced sounds. They agreed that the flipped instruction component was effective. Of the 13 primary school students, 83.33% agreed that they learned how to pronounce the target sounds correctly, and 75% were able to identify their mispronounced sounds via the corpus-aided teaching method. The findings will not only provide pre-service teachers with examples of corpus-aided pronunciation lesson plans and materials but also contribute to integrating the flipped classroom approach into teacher education programmes. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.

香港教育的每一次改革必然引起教師教育的變革,教師教育的不斷調整及變革則力促教育改革的順利推進。從2003年開始的新一輪教師教育改革,圍繞提升教師學歷、發展校本培訓、注重院校協作及加強專業交流等方面,專注於教師專業能力的不斷提升,注重教師的"全人發展",借此推動教育改革和發展。

對粵港澳大灣區體育教師教育能力的研究是踐行"立德樹人"的任務,是築牢粵港澳大灣區"南方人才高地"的基礎堡壘,是打破體育人才流通桎梏、加強粵港澳大灣區教育目標趨同性的要求,是優化體育教師職前職後培養內容、提升粵港澳體育教師實踐運用能力的要求。本文通過對粵港澳大灣區281名體育教師進行問卷調查,利用因子分析和驗證性因素分析建構出粵港澳大灣區體育教師教育能力內容結構,包括五個方面:自我成長與社會認知能力、理論積澱與創新能力、"互聯網+教學"能力、教學反思與實踐運用能力、職業基本素養能力。粵港澳大灣區老教師對自身教育能力提升熱情相較年輕教師有著明顯的"職業倦怠"特性,加快體育教師教育能力提升更應注重五大方面中對其發展影響最大的因素。結果認為:夯實體育教師職業基本素養能力,優化教師專業化發展方案是保障教師教育能力可持續的根基;打破陳舊思想桎梏,創設多元化教育情境是教學反思與實踐運用能力進階的有力推手;搭建粵港澳三地體育教師教育溝通交流平台,建成"互傳、互幫、互帶"的師資互通體系是加快教師自我成長與社會認知能力的現實路徑;加大多學科交流融合,拓寬體育教師專業理論視界是完善體育教師教育能力的重要舉措。