Teacher education for social justice aims to enable teachers to work toward equity and justice in society and humanizing the educational experience of their students. Conceptualizing teaching as a political and ethical endeavor, social justice teacher education must engage seriously with the local and lived experiences of both teacher educators and student teachers. How then does teacher education for social justice move across communities and identities, and through cultural, social, geographic and temporal spaces? This chapter presents an autobiographical narrative inquiry into social justice teacher education across sociocultural and sociopolitical contexts, across time, and within different educational communities. Bakhtin's dialogic theory (1981) helps to trace the narrative threads wherein "each word tastes of the context and contexts in which it has lived its socially charged life" (p. 293). The study examines my ideological becoming (Bakhtin, 1981) as a critical teacher educator in the context of a youth mentoring service-learning course for undergraduate teacher candidates. I examine the complexities and tensions in exploring experiences and co-constructing understandings of oppression, privilege and social justice with my student teachers on the youth mentoring course in dialogic struggles with my experiences of justice and education in the USA and Hong Kong as an English-speaking Chinese American. Providing an in-depth examination of the convergence of identity, social relations, place, and time in my knowledge formation, I critically reflect upon the notion of social justice to suggest that social justice teacher education is multi-voiced and lived both locally and globally. Copyright © 2023 Emerald Publishing Limited.

The paper traces the evolution of the Centre for Learning Enhancement And Research (CLEAR) at The Chinese University of Hong Kong (CUHK) from early 2002 to the end of 2021. The University needed a centre to support both institutional and local (department and faculty) needs and aspirations for enhancing teaching and learning. Five key strategies adopted by CLEAR are: embedding the practice of existing teachers into policy development, localizing quality-assurance processes, relating professional-development activities to career development, involving students, and producing research evidence from within the Hong Kong context. The evidence base that supports these strategies, and the cultural and community factors involved, will be woven into an evidence-based narrative that spans 20 years. Copyright © 2023 Georgia Southern University.

This chapter traces one student teacher's (Joan) experiences of learning to teach English as a second language in a cross-cultural context during a teaching practicum in Hong Kong. The school-based practicum is a core component of many initial teacher education programmes. During this induction period, usually an 8-week block, student teachers are placed in local schools to learn how to integrate theories into practice in real teaching situations. Specifically, I uncover how Joan grappled with the tensions and complexities of teaching young learners from a different cultural and linguistic background, in a small elementary school situated in the borderland between Hong Kong (an autonomous region of China) and Shenzhen (a province of Mainland China). Copyright © 2023 Emerald Publishing Limited.

本文對大灣區國際中文師資培訓課程概況進行介紹，並且通過線上問卷，對來自粵、港、澳三地的112位國際中文師資課程在讀學生（或稱準教師，包括本科生、碩士生和博士生）進行調查，瞭解他們的基本背景、對專業和科目的看法、對畢業後去向的想法、對課程和專業前景的看法等。通過量化的數據分析，我們可以看到粵港澳大灣區中文師資課程的一些共性，也可以看到不同學位等級（本、碩、博）和不同地區（粵、港、澳）的一些特點。我們再從二語師資教育框架，國際中文教育中的“三教”、“三基”和“三化”，以及粵港澳大灣區背景的機遇和挑戰等角度進行討論，反思這些師資課程未來的發展路向和改善舉措。 Copyright © 2023 香港教育大學.

The shift from face-to-face teaching to emergency remote teaching has become the new normal due to the pandemic in 2020. However, little research has been conducted in Hong Kong to investigate pre-service teachers’ perceptions of the immediate adoption and delivery of online face-to-face teaching. In response to this call, the present research conducted a questionnaire survey with 48 pre-service teachers at a Hong Kong university to examine their perceptions of Zoom as a viable alternative to the suspended traditional face-to-face delivery mode of instruction. It also discussed key factors that lead to better online learning outcomes. The results showed that the participants had overall positive perceptions of Zoom-supported synchronous online education. The Zoom feature that most students considered useful was screen sharing on computers. Zoom-supported synchronous online learning benefited students by helping them to attend class meetings remotely, study course materials and content, communicate and collaborate with their instructors and classmates, and develop a sense of community and social presence. Four main factors may influence learners’ perceptions of synchronous online learning: the quality of online communication and collaboration, learning efficiency, learner autonomy and the usability of technology. Copyright © 2023 Laboratory for Knowledge Management & E-Learning, The University of Hong Kong.

Content and language integrated learning (CLIL) is characterized by using students’ additional language (L2) as the medium of instruction of non-language content subjects. In recent decades, this type of program has been gaining worldwide popularity, especially in English-as-a-foreign-language (EFL) contexts, because of the assumption that it can facilitate L2 learning. However, this assumption may not be realized in many classrooms in EFL contexts, where both teachers and students are often not well-prepared to cope with the heavy linguistic demands to learn content and language simultaneously. Owing to a combination of sociopolitical and socioeconomic forces, Hong Kong has a rather long history of practicing some form of CLIL in secondary schools, in the form of English-medium instruction (EMI) education. Following some recent changes in the government’s medium of instruction policies, there are different models and practices of EMI in Hong Kong schools to accommodate students with different English proficiency levels and also the expectations of different stakeholders. This chapter will illustrate these different models and practices and discuss their implications and challenges for English language learning, content learning, and teacher education. Copyright © 2019 Springer Nature Switzerland AG.

The paper aims to research kindergarten student teachers' perceptions of reflective journal writing and its role in fieldwork placement within the context of Hong Kong. To respond to their professional growth, student teachers use reflective journal writing as an essential assignment in early childhood education because it gives them the opportunity to explore the understanding they have gained in a specific context of fieldwork placement practices. Nevertheless, the quality of reflection is heavily dependent on their perception of the practices and the learning context, because they can choose to remain at the surface level and avoid the reflection process. In this regard, instead of merely implementing reflective journal writing, it is urgent that teacher educators learn more about student teachers' understanding of their role. Thus, first, this paper briefly illustrates the role of reflective practices in developing kindergarten student teachers' professional growth. It then reviews the relevant literature on reflective journal writing and argues the importance of individual practitioners' perspectives of reflective practices. By drawing empirical data from five kindergarten student teachers currently studying in an institution in Hong Kong, this qualitative study assesses their perception of reflective journal writing in placement learning through photo-elicitation interviews. Copyright © 2020 by THE PACIFIC.

Using a qualitative descriptive design, researchers describe andidentify similarities and differences in the professional preparation of infant-toddler care and education (ITCE) teachers at university based teacher education programmes in Hong Kong China, Aotearoa New Zealand, and the USA. Researchers overview the ITCE landscape, describe statutory regulations, and consider major documents and prevalent ideas influencing ITCE teacher education in their respective countries. Key findings are presented from each researcher’s analysis of the teacher education programmes at their own institutions and then summarised in descriptive narratives around four major themes: (1) country-specific values, (2) pedagogical elements, (3) curriculum focus, and (4) teaching practicum expectations. On the basis of a dialogic deliberative process, the three researchers then discuss the findings together by deliberating upon how culture in the forms of norms, values, prevailing beliefs, and expectations, appeared to–intentionally or unintentionally–shape the three different approaches to preparing students to become fully-qualified teachers of infants and toddlers. Copyright © 2023 TACTYC.

本文以香港教育大學中國語文教育榮譽學士課程的沉浸（ImmersionProgramme）課程為例，介紹、檢測、反思香港中文教育准教師的跨學科體驗式學習成效，以期為新常態視角下的國際中文教育的跨學科理論與實踐和師資培訓提供參考依據。沉浸課程包括普通話研習、學科專題研習、學校體驗和文化考察等四個跨學科學習範疇。本文採用評核成績、反思報告和問卷調查等方法研究沉浸課程的學習成效。研究發現，參與沉浸課程的准教師除了普通話有一至兩個等級的進步，更在解決問題能力、批判思考能力、創造性思維能力、語言溝通能力、社交能力、倫理決策、全球視野、積極的價值觀念與心態等7個現代社會需要的共通能力有所提升。由此可證，以跨學科理論指導規劃體驗式學習能夠取得超越預期的學習效果。 Copyright © 2023 The British Chinese Language Teaching Society.

Online and blended learning (OBL) requires a different skill set than face-to-face teaching. The ability to facilitate student-centered teaching by integrating technological information and communication technology (ICT) in pedagogically effective ways is urgently needed. This study explored the microlearning experience of twelve English as a second language teachers at a Hong Kong university as a form of teacher professional development (TPD) to prepare them for the transition to OBL during the COVID-19 pandemic. Qualitative data was collected through semi-structured interviews to capture a holistic overview of teachers’ experience with bite-size, practical, and easily digestible TPD directly relevant to teachers’ practice. The findings indicate that teachers found the microlearning TPD activities to be quick, relevant, and engaging; they provided practical knowledge and confidence. Such activities are suggested to create favorable conditions to equip teachers with the necessary skills in OBL. Effective TPD for English as a second language teachers should focus on improving digital competence through short learning activities situated in the specific teaching context and providing input through activities in various modalities. Copyright © 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.