Search results for: Hong Kong
Page 5/7 63 items
The current paper reports on a qualitative case study which conducted in Hong Kong. This case study explored the experiences of two groups of secondary school English language teachers as they participated in school–university partnerships.
Updated: Apr. 17, 2011
In this article, the author argues that for teachers to be leaders in contemporary classrooms, teacher education programs need to focus more on the deeper and wider implications of ICT and the Internet in education than has hitherto been the practice. The author considers the reforms in the ICT teacher training policy in Hong Kong. The article shows that these reforms, and the fact that Hong Kong is a 'wired', has resulted in pre-service teachers being well informed in the technical competencies of computer usage and its pedagogical manifestations.
Updated: Mar. 22, 2011
This article argues that the concepts, beliefs and understandings of local and non-local teacher educators in a Hong Kong university are grounded in their own cultural cognition and antecedents. The paper presents the viewpoint that contemporary notions of good practice were compromised when applied to a context that is strongly influenced by the tenets of Confucianism.
Updated: Dec. 26, 2010
This article reports on the results of a qualitative study. The study explored the experiences of one group of pre-service English language teachers in Hong Kong as they undertook an action research project as part of their undergraduate teacher training programme. The study indicates that as teacher researchers, the trainee teachers contested previously held perceptions about their engagement in teaching, their images of teachers and teaching, as well as their alignment with some aspects of contemporary educational discourse.
Updated: Sep. 27, 2010
Closing the Gap between the Theory and Practice of Teaching: Implications for Teacher Education Programmes in Hong Kong
This article examines the gap between the theory and practice of teaching by reporting a study that researched the inconsistencies between student teachers' best teaching strategies and their most commonly employed ones. Specifically, the authors investigated: (1) the considerations that contribute to the inconsistencies in the student teachers' conceptions of teaching; and (2) the enhancing factors of the teacher education programme which help to close the gap between the theory and practice of teaching. The findings revealed three main dimensions of consideration attributing to the inconsistencies in the conceptions of teaching: pre-training experience, teaching context and student needs.
Updated: Sep. 27, 2010
Dimensions of Diversity: Challenges to Secondary School Teachers with Implications for Intercultural Teacher Education
The purpose of this study was to determine the level of intercultural sensitivity of Hong Kong secondary school teachers. Three hundred and eighty-six serving teachers were surveyed. Findings revealed that the majority of the teachers were operating in the beginning stage, denial/defense, of the Developmental Model of Intercultural Sensitivity (DMIS). They saw the world from an ethnocentric perspective and held a negative view on evaluating cultural differences.
Updated: Aug. 17, 2010
'Learning through play' in early childhood education is widely advocated, but studies show that play is not easily enacted in classrooms. This article examines how one teacher implemented learning through play within a formal and didactic Hong Kong pre-school classroom. The findings support the adoption of 'play' in young children's learning and reveal tactful ways in which a teacher can encourage the evolving 'flow' of children's play while simultaneously scaffolding their learning.
Updated: May. 09, 2010
This study involved a group of Hong Kong English language student teachers who joined a six-week immersion programme in Auckland. The aim of the present investigation was to address our dearth of knowledge as to the impact of such a programme on student teachers, and the benefits that they could derive from it.
Updated: Jan. 12, 2010
The Hierarchy of Strengths: Their Relationships with Subjective Well-Being among Chinese Teachers in Hong Kong
This study investigated the hierarchy of strengths in a sample of 228 Chinese prospective and in-service teachers in Hong Kong. Teachers who reported greater life satisfaction, experiencing more positive and less negative emotions tended to be those with higher levels of emotional strengths and strengths of hope and zest.
Updated: Dec. 09, 2009
This article attempts to identify the distinctive qualities of successful veteran teachers, referred to as “expert teachers”, which separates them not only from novice teachers but more importantly from experienced non-expert teachers. Based on earlier case studies, this article maintains that the critical differences between expert and non-expert teachers are manifested in three dimensions: their ability to integrate aspects of teacher knowledge in relation to the teaching act; their response to their contexts of work, and their ability to engage in reflection and conscious deliberation. The data drawn on in this article consist of case studies, spanning 18 months, of four ESL teachers in Hong Kong.
Updated: Dec. 02, 2009