Dance education has not played a significant role in Hong Kong schools. Teacher education may be at a crossroads in determining its future directions in relation to dance as art rather than physical activity. Taking Marcel Mauss's characterizations of the techniques of the body as the ways in which, from society to society, people learn how to use their bodies, this paper looks back at the context in which forms of dance education were introduced into the physical education curriculum of Hong Kong schools and examines social, cultural and political constraints upon their directions and development in a colonial and post-colonial society. Viewing dance education as forms of socially mediated practices, we show how bodies that are subjected to formal and informal programmes of dance education can be both inscribed and inscribing. Developments in dance education inevitably involve statements about the body, attempts to capture it, impose disciplines upon it, or mitigate their force. To reflect upon Hong Kong's changing destiny is to ask how the history of colonialism's disciplining of the body can be shaken loose from the domination of categories and ideas it produced and incorporated into the educational system, and what potency might dance education practices have in the future for troubling and negotiating meanings around identity and "Chinese-ness".
[Copyright of Sport, Education and Society is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13573320601081575 ]

This paper describes the use of coaching as a means to enhance professional development of English-language teachers in a school involved in a partnership project in Hong Kong, which is characterised in terms of three phases. While the rationale for bringing in coaches into the school is on creating effective professional development environments for teachers--that is, providing ongoing supports and forming a community of practice focused on instructional methods, curriculum innovation, and new formats for instructional delivery--after 18 months of the partnership project it was found that the teacher/coach relationship is more complicated than expected. The paper will end with suggestions on how the three key stakeholders, namely the teachers, principal and teacher educators, can co-construct effective professional development environments.
[Copyright of Journal of In-Service Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13674580701486952]

This study examines the theory‐and‐practice connection model in mentor preparation in the context of two mentor preparation programmes in Hong Kong. The 30‐ and the 60‐hour mentoring support development (MSD) programmes share a common conceptualization of mentoring—with the improvement of teaching and learning as the core of mentoring—yet they differ in objectives, duration and the mentoring practice settings in which structured practical work occurs. This enquiry addresses how the theory‐and‐practice connection model contributes to the construction of professional knowledge in mentoring and the development of mentoring practices in schools. It was found that the organization of curriculum components, such as coursework (e.g., skills of lesson analysis and conferencing), and structured practical work in mentoring, facilitated the connection of the theory and practice of mentoring. In addition, mentor trainees (practising school teachers) developed competence in mentoring through integrating research‐based knowledge and knowledge that grew out of their own mentoring experience. Finally, suggestions for the design of mentor preparation programmes and workplace conditions that facilitate mentoring in schools are discussed.
[Copyright of Mentoring & Tutoring: Partnership in Learning is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13611260500206002]

This paper reports a study that aims to find out the views of teachers and student teachers about the aims of the Hong Kong education system with respect to their teacher education courses. The findings suggest that student teachers need help to understand the fitting together of their teacher education courses to become the body of professional knowledge for all educators.

The author followed five graduates of the City University of Hong Kong BA Teaching of English as a Second Language (TESL) course in their first year of teaching looking at their language use, lesson planning and decision-making, teaching approach, professional relationships and responsibilities, and perceptions and values.