This article outlines some of the ways in which foreign teachers, who wish to teach English in modern China, need education of a special kind. Starting with Hong Kong, now part of China, some of the difficulties for English language teachers, stemming from Hong Kong's colonial history, are outlined, and the necessity of cultural adaptability in expatriate teachers is emphasised. This is even more necessary in Mainland China, where differences in ideas on pedagogy and in approaches to educational administration can prove frustrating for foreign teachers. From another perspective, the article also considers the rewarding aspects of teaching English in China-the enthusiasm and industry of the students, the cultural challenge, and the sense that one is doing a worthwhile job-all positive motivating factors for the teacher who is adaptable and willing to learn.
[Copyright of Journal of Education for Teaching is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02607470050127063]

This paper focuses on collaboration between native-speaking English teachers (NETs) and local English teachers (LETs) in Hong Kong secondary schools. It examines some of the strengths and weaknesses of NETs and LETs documented in the international literature. It reviews, in various contexts, schemes where team teaching has been carried out. Using case studies of selected effective practitioners augmented by recent published research, we discuss how native and non-native teachers worked together and how their collaboration impacted on themselves and their students. Our analysis elaborates on some inter- and intra-personal factors facilitating the team teaching, balanced by some of the dilemmas particularly with respect to educational philosophies. The paper concludes by arguing for relationships between particular features of the collaborations and theorised conditions for second language acquisition.
[Copyright of Language and Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.2167/le627.0 ]

Three key publications from September 2000 point to rapid changes in the educational and arts environment in Hong Kong that will impact on the development of dance education. This paper provides some contextual details on the current state of dance education in Hong Kong and also examines the influence and possible ramifications implicit within these publications. A brief outline of the prevailing scope of professional activity is also provided. The necessity for teacher training to facilitate change is then discussed. [ABSTRACT FROM AUTHOR]; Copyright of Research in Dance Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.
[Copyright of Research in Dance Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14647890220129131]

This article reports the development of a teacher self-efficacy scale that aims to accommodate the complexity of teacher functioning in secondary schools in times of education reforms in Hong Kong. The scale was designed to assess six domains of teacher self-efficacy: teaching highly able learners, classroom management, guidance and counselling, student engagement, teaching to accommodate diversity, and teaching for enriched learning. The total scale and the six subscales were evaluated based on the responses of 159 Hong Kong Chinese prospective and in-service teachers for internal consistency and construct validity, and for convergent and discriminant validation with external measures.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410701491833]