Section archive - Instruction in Teacher Training

Hong Kong has slowly shifted from insulating students with disabilities in special classrooms, to providing inclusive programs in regular classrooms. As a result, teacher education institutions have begun offering study programs in order to facilitate coping with the diversity in the classes. The paper examines the adequacy of the inclusive education on the attitude change of preservice teachers in Hong Kong. The study consisted of surveys administered to 200 preservice teachers regarding their opinions about the inclusion program, before and after the special module study.

Linguistic diversity and intercultural competence were the topics of study in this article. The study describes a teacher education program that suggested a portfolio-oriented language teaching and learning approach that promotes plurilingualism. The study analyzed the teachers' attitudes towards the program at its starting point utilizing a questionnaire. At the end of the program, teachers wrote their comments in form of reflections on the portfolio-oriented language program, professional development and teaching approaches

The article describes a study conducted in Hong Kong and designed to examine the impact of school based curriculum development. Analysis of data revealed that the extent to which teachers were involved in the development process, contributed to the positive development of the participating teachers. The study utilized the PER (the process of planning, experimenting and reflecting).

The article describes the compromises made by a preservice teacher in a low performing urban kindergarten setting. The article follows the preservice teacher's strategies of adapting the school climate, while allowing herself to contribute her own interests and goals, despite the high pressures of accountability in the United States.