Based on the Theory of Planned Behavior, we explored the impact of 498 primary school teachers in Hong Kong on the competences of students with special educational needs (SEN). We found that their attitudes, control beliefs, and subjective norms about inclusive education (IE) significantly influenced their IE intentions, and subsequently their behaviors. Intentions and behaviors mediated the effect on the social and academic competencies of SEN students. Our findings, consistent across nine different SEN types, have highlighted the role of fostering positive teacher dispositions and reinforcing IE intentions and behaviors through training and peer support networks, facilitating effective IE implementation. Copyright © 2024 The Authors.

Teachers’ beliefs influence educational goals, teaching practices, and learning outcomes, and are thus of great importance for civics research. This comparative study used semi-structured interviews with 17 teachers in Hong Kong and Germany conducted in 2020 to examine teachers’ beliefs about digital citizenship and education in digital societies. The teachers acknowledged the positive influences of digitalization on information gathering and participation opportunities. They also highlighted the threat of manipulation and interference by antidemocratic actors but rarely reflected on the influences of digitalization on the citizenship concept. Teacher education should facilitate discourses about digital citizenship that go beyond traditional competence models. Copyright © 2023 Elsevier.

This study aimed at using a mixture of direct observations and interviews to investigate kindergarten teachers' knowledge and pedagogical approaches to visual arts. An adapted version of the Early Childhood Teacher Behaviour Observation (ECTBO) instrument was used to investigate the possible reasons for teachers' current behaviours in Hong Kong visual arts classrooms. In an observation study, a total of 18 classrooms with 76 children in two local kindergartens in Hong Kong were observed during a 30-min visual arts activity. Altogether, 540 min of video data were recorded and analysed using field notes and a time sampling strategy. In addition, 18 class teachers from the observed classrooms were invited to give post-observation interviews, and 810 min of data were recorded. The interview participants supported the importance of non-directive early childhood arts. However, the observation findings revealed that they still relied heavily on directive teaching in implementing early visual arts teaching. Thus, a discrepancy was found between the teachers’ subject matter knowledge in visual arts and the integration of their pedagogies in their actual classroom practice. The findings of this study in a local setting have the potential to significantly change the way in which early childhood visual arts teaching is conceptualised and discussed in international contexts. Copyright © 2023 Elsevier.

This study investigates different types of social capital which are developed in play-based learning settings through a Family-School-Community partnership. Social capital is understood as the accumulated resources from existence of networks and connections with others. Data was collected through focus groups with 49 principals, senior and class teachers in Hong Kong kindergartens. Bonding social capital is formed in professional development activities among teacher groups while bridging social capital is developed through parental involvement. There is a potential for linking social capital to be mobilized through interactions between schools and community networks. Capturing such social capital could facilitate play-based learning practices. Copyright © 2023 The Authors.

Teachers shape secondary students' career development for social mobility with equal opportunities in a cohesive society. Concomitantly, young people have recently marched against socio-political challenges to the development of civil societies in different locations. A cross-case study of career education in different schools of a Chinese society was conducted to explore a paradoxical dilemma between teachers' inclusive development of the education for every student and the missing social inclusion of the society in an adverse socio-political situation. Students should be prepared for the sense of social inclusion. Implications of the dilemma for cultivating a cohesive civil society are also discussed. Copyright © 2022 Pergamon-Elsevier Science.

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.

The inclusion of all learners in mainstream classrooms is an objective for schools internationally. The aim of this study was to test the psychometric properties of the newly developed Inclusive Practices Scale (IPS) to determine if the intention to use inclusive practices could be predicted from participants' atti-tudes and efficacy scores. Participants included 390 pre-service educators from four countries (Australia, India, Canada, and Hong Kong). Results suggest that the IPS is both a reliable and valid instrument, with teaching efficacy the strongest predictor of inclusive practice intentions. The IPS could be a meaningful tool in determining pre-service and in-service educators' intentions to use inclusive practices. Crown Copyright © 2021 Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

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 study investigated the pedagogical interactions between teachers and young children in six sampled Chinese kindergarten classrooms. Altogether 4320 turns of dialogue were coded from 27 videotaped pedagogical activities, and the 12 class teachers were surveyed and interviewed. The results revealed a unique Chinese pedagogical interaction that is a fusion of participatory and transmissive pedagogies: teachers directed the interactions with open-ended questions and whole-class dialogues, whereas children responded with short answers based on the learning content. This was reported by the teachers to be associated with the joint influence of related child, teacher, and cultural factors.
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This study examined the relationships between teachers' perceptions of faculty trust, professional learning communities, and their professional learning among a sample of 2106 Hong Kong kindergarten teachers. It analysed the differences between the effects of faculty trust in various stakeholders (i.e., colleagues, parents, and the principal). The results show that while trust in colleagues exerted a positive effect on teacher professional learning, the direct effects of trust in the principal and trust in parents were non-significant. Meanwhile, professional learning communities positively mediated the effects of teachers’ perceived faculty trust on their learning. Implications for teacher learning in kindergartens are presented. Copyright © 2019 Elsevier Ltd. All rights reserved.