Search results for: Hong Kong
Page 4/7 64 items
Redesigning Academic Essays to Promote Teacher Reflection on Selected Issues of Learning and Teaching Related to the Current Educational Reform in Hong Kong
This article describes the design of an assignment structure that promotes teacher reflection on important issues related to a major education reform in Hong Kong. This article reported a grounded model explaining how this innovative assignment structure promotes reflection. The model situated the reflective assignments within the local teaching context in Hong Kong. The model also highlighted the importance of different forms of assistance and guidance in facilitating teachers’ reflective engagement in completing these cognitively demanding assignments.
Updated: Dec. 16, 2013
Local and Global – Conflicting Perspectives? The Place of Overseas Practicum in Preservice Teacher Education
This study explores the teaching development of a group of 24 preservice teachers from a regional university on a placement in Beijing. The findings indicate that it is precisely the difference in teaching contexts that enables professional development in key areas of professional standards.
Updated: Oct. 23, 2013
A Multilevel Analysis of the Impact of a Professional Learning Community, Faculty Trust in Colleagues and Collective Efficacy on Teacher Commitment to Students
The current study investigated the relationships between a professional learning community (PLC), faculty trust in colleagues, teachers’ collective efficacy, and their commitment to students. The findings from the Hong Kong teacher sample indicated that two PLC factors including collective learning and application and supportive conditions – structures, and the factors faculty trust in colleagues and collective teacher efficacy could significantly and positively account for the school-level variances of teachers’ commitment to students.
Updated: Jun. 20, 2012
This article explores the growth and development of two kindergarten teachers after their school participated in a PDS in Hong Kong.
Updated: Apr. 22, 2012
The Role of Teachers’ Cognitive Support in Motivating Young Hong Kong Chinese Children to Read and Enhancing Reading Comprehension
The present study investigated the relationship between young Chinese children’s motivation, teachers’ use of motivating instructional strategies and children’s reading comprehension. The theoretical framework of the present study was based Motivating Instructional Contexts Inventory that postulated that teachers’ cognitive support could motivate Chinese students to learn. In conclusion, this study indicates how teachers can provide cognitive support in reading classrooms through providing students with challenging tasks, stimulating students’ curiosity about the reading materials, and recognising students’ efforts in reading comprehension.
Updated: Nov. 01, 2011
This article explores an example of messy collaboration that occurred in the context of a Learning Study conducted in a secondary school in Hong Kong working in partnership with education faculty from a local tertiary institution. The article analyses the dynamics of the interactions between the participants in this Learning Study by drawing on the literature on micropolitics.
Updated: Oct. 04, 2011
Drawing on the theory of situated learning and teacher knowledge as situated, the authors have examined the ways in which two L2 writing teachers in Hong Kong perceived and responded to the possibilities for learning how to write in their culturespecific contexts of work. The findings of this study show that these two teachers skillfully developed pedagogical strategies to exploit opportunities for learning that were rooted in the cultural traditions they shared with their students and the microcultures in the classroom that they coconstructed with them.. The teachers' skillful and sensitive exploitation of these possibilities created a rich environment for learning.
Updated: Sep. 27, 2011
Crossing Boundaries and Constructing Identities: The Experiences of Early Career Mainland Chinese English Language Teachers in Hong Kong
The current paper reports on a qualitative study that investigated the experiences of a group of English language teachers from the Chinese mainland. The teachers completed their teacher training in Hong Kong and have taken up full-time teaching positions in secondary schools within Hong Kong. The study examines the participants' discursive and participative practices to illustrate how their experiences, both as students in the Chinese mainland and as preservice teachers in Hong Kong, shaped their construction of teacher identities, as well as to show that their employment in Hong Kong schools represented a challenge to this identity formation process.
Updated: Sep. 14, 2011
This exploratory study explored the relationship between career considerations and professional learning. In particular, using an achievement goal framework, this study investigated the relationship between teachers’ career goals and the use of learning strategies, regulatory strategies, learning interest and future learning intention. The participants were 275 practicing teachers enrolled in a compulsory course within the Bachelor of Primary Education programme offered by a university in Hong Kong.
Updated: Aug. 23, 2011
This paper attempts to unpack the complexity of teachers' professional knowledge construction in Assessment for Learning. The article presents a qualitative study of a school-based AfL Project which took place in a secondary school in Hong Kong.
Updated: Jul. 05, 2011