在過去數年，香港特區政府積極推行資訊科技教育，為提升學生及教師應用資訊科技的能力不遺餘力。不過，教師一般只利用電腦程式製作筆記及整理課堂資料，卻未能充份地運用資訊科技帶來的方便，有效地搜尋合適的教學資訊，令其課堂得以豐富之餘，亦協助提升個人的教學專業發展。「寰宇學校計劃」是一項國際性的研究項目，以互聯網及其他資訊科技的手段作為橋樑，打破地域限制，令各地教師可隨時隨地作世界性的學術交流，促進個人的教學專業發展，從而提高學生學習興趣。
[Copyright © 2004 優質學校教育學報.]

The processes of “becoming a teacher” are dynamic, fluid, and ongoing (Britzman (2003). Within contemporary multilingual educational settings the uncertainties and challenges of becoming an English language teacher are especially pronounced as the often conflicting values and interests of different stakeholders ensures that language-in-education policy is frequently a source of educational, political, and social tension (Li 2009; Tollefson and Tsui 2004; Tsui and Tollefson 2007). For language teachers and teacher educators working within such settings these challenges are currently being played out against a larger background of transition as forces of globalization reshape teaching and teacher education in general (Bates 2008) and as second language teacher education in particular seeks “a new identity as it draws on new knowledge and employs new pedagogic practices” (Wright 2010, p. 288). The studies in this book have therefore addressed the need to better understand the ways in which issues of language, teaching, and teacher education shape and are shaped by the experiences of becoming an English language teacher within multilingual contexts such as Hong Kong and the People’s Republic of China (PRC).

Chapters 2 and 3 considered the challenges mainland Chinese preservice teachers experience in becoming English language teachers in Hong Kong. This chapter continues to explore the perceived challenges of becoming an English language teacher in multilingual contexts such as Hong Kong from the perspective of local Hong Kong preservice teachers. The current chapter discusses the results of a qualitative study that aimed to explore how one group of preservice English language teachers in Hong Kong constructed their identities as teachers. Using in-depth interviews to gain a rich understanding of participants’ teacher identity formation in practice and discourse, the perspectives of six preservice teachers about teaching and teachers at the completion of their undergraduate teacher education program are examined. In contrast to the theorization of teacher identity construction, the results suggest that the participants often held rigid views about teaching and how they saw themselves, and others, as teachers. It is argued that this rigidity may lead to antagonistic relations between these preservice teachers and their more experienced colleagues as the participants move into teaching and explores the implications for challenging this rigidity within the context of teacher education programs.
[Copyright © 2014 Springer Science+Business Media Dordrecht]

Educational researchers in Hong Kong has pointed out the inadequacy of the competency-based teacher education program in the past decade. A qualitative pilot study was conducted to examine how an inquiry-based Integrated Field Studies (IFS) course could help to facilitate early childhood teachers to become researchers of their own practice. The research project also examined how their learning experiences facilitate their professional growth throughout the course. The main data source for this study was semi-structured and individual in-depth interviews of in-service early childhood teachers. Additional data, such as, the participants’ written reports and IFS handbooks, were also collected for data analysis. The findings showed that the IFS courses were characterized by several features which could help enhance the growth of the teachers. They included: Freedom of choice on individual student’s area of interest for investigation; students being perceived as active learners; an opportunity for a continual and practical research experience; the provision of an interactive learning environment and a supportive role played by the supervisor. The study advocates a collaboration between the supervisor and the students to inquire into their teaching and learning experiences in future study.
[Copyright © 2014 CGPublisher.]

This paper examines the perceptions of 250 first year student teachers in HKIEd regarding how their educational ideologies affect the effectiveness of the newly designed and implemented Lifeskills Program. Focused on the rationale and premises of Liberal Ideologies, the program witnesses an emergence of a robust sense of 'Liberalism' in a period of political change in Hong Kong. The Lifeskills Program represents a shift from a traditional approach and entails putting liberal learning and teaching theories into practice. The perceptions of the student teachers who have been identified as having distinct educational ideologies toward these changes are to be cautiously investigated to explore the program effectiveness. Equally crucial is to study and draw conclusions from the major findings, particularly concerning the explicit perceptions and beliefs revealed by those student teachers preoccupied with educational ideologies different from the Liberal one, and to place greater emphasis on helping them make the transition to a more liberal orientation.