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  • [M] 教師與教師教育
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  • 期刊論文

    1. Teachers' perceptions of teaching happiness in Hong Kong: A comparative study of pre-service and in-service teachers
    文件類型: 期刊論文
    來源資料: Journal of Life Education, 12(1), 71-109, 2020
    出版年: 2020
    出版者: 國立臺灣大學生命教育研發育成中心
    The concept of happiness has been addressed from both philosophical and psychological perspectives. Given the possible connection between happiness and well-being, the promotion of happiness in teaching and learning and the development of "happy schools" have gained increasing attention. The present exploratory empirical study is conducted in Hong Kong and investigates the teaching of happiness in a sample of pre-service and in-service teachers. Their perceptions of teaching happiness are also compared, which may have implications for teacher education and development programmes. The results reveal that whilst pre-service and in-service teachers have different perceptions of happiness, many agree on the importance of teaching happiness and the key role of teachers, positive emotions in such teaching. The findings suggest that from the perspective of life education, more attention should be given to teaching happiness through different perspectives and strategies, including the development of happy schools.人們通常從哲學和心理學的角度來理解幸福的概念。有鑑於快樂和幸福感之間可能存在的聯繫,在教學中推廣快樂與幸福感以及發展「幸福學校」越來越受到重視。本文以香港地區教師為研究對象,以香港在職及職前教師為樣本,旨在探討快樂教學的探索性實證研究。本文比較了在職教師及職前教師對教授快樂與幸福感的看法,並討論不同的看法對教師教育和教師發展計畫的制定可能產生的影響。結果顯示,雖然職前和在職教師對快樂與幸福感有不同的看法,但多數教師都同意教授快樂與幸福感的重要性,並肯定教師的正向情緒在教授快樂與幸福感中的關鍵作用。此外,從生命教育的角度來看,教育者應多加思考透過不同的視角和策略來教授幸福,亦應考慮發展「幸福學校」。 Copyright © 2020 社團法人台灣生命教育學會.
  • 期刊論文

    2. Understanding L2 writing teacher expertise
    文件類型: 期刊論文
    出版年: 2020
    出版者: Elsevier Ltd
    This study attempts to address the "teacher expertise gap" in L2 writing research, using "adaptive expertise" as a specific tool for understanding the notion of writing teacher expertise. Drawing upon language teacher education research and L2 writing research, and using teacher interviews and classroom observation as data sources, the study explores the expertise of three writing teachers from different schools in Hong Kong, as well as the factors that may have contributed to their expertise. The findings of the study show six key components of teacher expertise as demonstrated in the participating teachers, comprising integrated knowledge base about writing and teaching writing; student-centred pedagogy focusing on learner motivation and confidence building; professional visions, self-agency, and reflectivity; leadership in writing innovations; passion as teachers of writing and as writers; and ongoing teacher learning and progressive problem solving as pivotal to writing teacher expertise. The study suggests the rich, dynamic, and contextual nature of writing teacher expertise, which is influenced by teachers' cognitive engagements, social interactions, and affective experiences in their situated contexts. The paper concludes with implications for the teaching of writing and writing teacher education. Copyright © 2020 Elsevier Inc. All rights reserved.
  • 期刊論文

    3. The impact of teacher entrepreneurial behaviour: A timely investigation of an emerging phenomenon
    文件類型: 期刊論文
    出版年: 2020
    出版者: Emerald Publishing Limited
    Purpose: This study aims to understand of the role that teacher entrepreneurial behavior plays in developing teacher professional capital. The extant concepts around school leadership mostly encompass the transformative and instructional roles of school leaders in managing, mobilizing and supporting teachers for student achievement. However, school leadership has not focused strongly on promoting innovation and risk-taking for schools in a knowledge economy. As a timely promising response to the increasingly demanding and competitive school context, teacher entrepreneurial behaviour (TEB), which emphasizes teachers' willingness to take risks and be daring, has started to gain recognition in the school leadership literature, yet a nuanced understanding of TEB's potential impacts on schools is lacking.Design/methodology/approach: Based on a combined consideration of institutionalized recognition and expert judgement, this study identified three innovative entrepreneurial teachers/teacher groups that had won the most competitive teaching award in Hong Kong. Employing a multiple-site case study design, this study conducted semi-structured interviews with 23 informants and collected supplementary school documents and records.Findings: This study found that TEB enables the implementation of innovation and promotes cross-subject alignment. It cultivates trusting and coherent relationships among teachers. Teachers with TEB scaled up innovation among other teachers. Furthermore, entrepreneurial teachers enhance school attractiveness by creating competitive advantages.Originality/value: This analysis showed that TEB enables formal and informal school leaders to bring forth critical school outcomes. This study elaborates how TEB enhances teachers' professional capital through building trusting and coherent relationships. It also adds to the research on school innovation by demonstrating that TEB fosters teachers' capacity for bottom-up innovation in the community. Copyright © 2020
  • 章節

    4. Forging the links between teaching quality, professional collaboration and organisational ambidexterity in three schools in Hong Kong
    文件類型: 章節
    頁數: 44-51
    出版年: 2019
    出版地: London
    出版者: Chartered College of Teaching
  • 章節

  • 章節

    6. Teachers' perceptions of moral, civic and national education practices in Hong Kong schools
    文件類型: 章節
    頁數: 136-147
    出版年: 2020
    出版地: Abingdon, Oxon
    出版者: Routledge
    Citizenship education has been implemented in Hong Kong primary schools in the name of moral, civic and national education (MCNE). In the context of the backdrop that schools have been granted autonomy for implementation, this chapter explores teachers' perceptions of the implementation of MCNE in Hong Kong primary schools. The findings indicate that Hong Kong teachers in general hold an eclectic attitude towards MCNE. With these prevailing attitudes, MCNE was loosely defined and flexibly implemented. Although the whole-school permeation approach was considered ineffective, teachers did not support MCNE as an independent subject due to an overcrowded curriculum and assessment issues. Some teachers illustrated that the issues that arose in the implementation of MCNE were related to time and resources, the marginalization of MCNE, professional development training, and a contradiction between the teachings of schools and parents. Despite the many issues that have arisen in the implementation of MCNE, the findings suggested MCNE could be taught through history (including Chinese history) which could help strengthen students' knowledge of the world community and the country, and prepare students to live in the complex real world. Copyright © 2021 selection and editorial matter, Kerry J. Kennedy; individual chapters, the contributors.
  • 會議論文

    7. Music and movement in Hong Kong kindergartens: Curriculum, practices, and implications for teacher education
    文件類型: 會議論文
    會議: Research Conference on Child Development: The role of family and school practices (2019: InnoCentre, Hong Kong)
  • 會議論文

    8. National identity and teaching: Hong Kong teachers' perception on national identity and national education
    文件類型: 會議論文
    會議: 21st Annual Children’s Identity and Citizenship European Association Conference (CiCea 2019): Europe at a Crossroads: Rights, Values and Identity (2019: Charles University, Karolinum, Czech)
    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.
  • 章節

    9. 從成立專業公會的政策議論系譜看香港教師專業化
    作者: 余惠冰
    文件類型: 章節
    頁數: 263-283
    出版年: 2003
    出版地: 香港
    出版者: 中文大學出版社
  • 期刊論文

    10. 面向2035年的粵港澳大灣區教育及人才培養
    作者: 李子建
    文件類型: 期刊論文
    來源資料: 河北師範大學學報(教育科學版), 22(3), 1-6, 2020
    出版年: 2020
    出版者: 河北師範大學
    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.
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