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1.
Civic education is a contested subject in Hong Kong, and there is no agreement in society on what form civic education should take, which leaves each school to choose its own approach. Under these circumstances, each teacher needs greater capability and self-efficacy to develop school-based civic education. This study examined the factors that influenced Hong Kong primary school teacher confidence in teaching citizenship education with the ultimate goal of nurturing students to become ‘good citizens.’ The results of this study indicated that teacher self-efficacy was influenced by beliefs about the subject (Moral, Civic and National Education) and beliefs about teachers’ roles in the curriculum but not beliefs about teaching. Teachers felt more confident teaching social topics than political topics. While this study was conducted in the Hong Kong context, the findings could be valuable for policy makers and educators elsewhere who seek to strengthen teacher self-efficacy.  相似文献   

2.
This study investigated changes in teacher self-efficacy for inclusive practice using a mixed method research design. Participants were 417 in-service teachers in Hong Kong taking a 1-week basic teacher-training course about inclusive education. Data were collected pre and post participation in the course using the Teacher Efficacy for Inclusive Practices Scale (TEIP). A series of five in-depth focus-group interviews provided greater clarification of the perceptions and efficacy issues of teachers. The best predictors to participants’ teaching self-efficacy were confidence in teaching students with special education needs (SEN) and knowledge of legislation and policies for inclusive practice. From the focus-groups, results demonstrated a more positive attitude change towards students with SEN with a number of essential factors emerging as highly beneficial for inclusive teaching in Hong Kong (i.e. caring and love, school environment and curriculum adaption). The discussion considers the role of short training programmes as an appropriate means to improving self-efficacy for teaching within inclusive classrooms in Hong Kong.  相似文献   

3.
A 24-item measure, the Career Development Self-Efficacy Inventory (CD-SEI), was developed to assess career development self-efficacy among adolescents in Hong Kong. The CD-SEI covered six domains representing competencies needed by high school students transiting from school to work in Hong Kong. The confirmatory factor analyses of the responses from 6776 Grades 10–13 students showed that the six primary factors with one higher order factor model was the best fit to the data, though the one general factor model yielded an adequate fit. Reliability analyses showed that the total scale and subscales were internally consistent. The data suggested that Hong Kong adolescents had some, but not strong confidence in their career development. Students with plans to study at a university had more confidence in their career development than those who did not have such plans. This is the first study to develop and validate a career development self-efficacy measure for Chinese adolescents. Issues related to comprehensive guidance programming and assessment instrument development from a cross-cultural perspective were discussed.
Résumé. Construction d’un instrument de mesure de l’auto-efficacité du développement vocationnel pour adolescents chinois de Hong Kong. On a construit une échelle de 24 items, appelée Career Development Self-Efficacy Inventory (CD-SEI) (Inventaire de l’Auto-efficacité de Développement Vocationnel (IAE-DV)) pour évaluer l’auto-efficacité du développement vocationnel chez des adolescents chinois de Hong Kong. La CD-SEI couvre six domaines, qui représentent les compétences dont ont besoin les étudiants des hautes écoles qui sortent de l’école pour entrer sur le marché du travail à Hong Kong. Les analyses factorielles confirmatoires des réponses de 6776 étudiants des niveaux 10–13 montrent que c’est un modèle à six facteurs primaires avec un facteur de premier ordre qui s’ajuste le mieux aux données, bien qu’un modèle à un seul facteur général procure un ajustement satisfaisant. Les analyses de fidélité attestent de la consistance interne de l’échelle totale et des sous-échelles. Les données suggèrent que les adolescents de Hong Kong n’ont qu’une confiance relative dans leurs possibilités de développement vocationnel. Les étudiants qui ont décidé d’étudier à l’université ont d’avantage confiance en leur développement vocationnel que ceux qui n’ont de tels desseins. Cette étude est la première tentative pour développer et valider une mesure de l’auto-efficacité du développement vocationnel chez des adolescents chinois. On discute les problèmes liés à un programme général d’orientation et à l’élaboration d’un instrument de mesure dans une perspective interculturelle.Zusammenfassung. Entwicklung eines Instruments zur Selbsteinschätzung eigener Kompetenzen zur Laufbahnplanung für chinesische Jugendliche in Hongkong.In Hongkong wurde der ,,Fragebogen zur Selbsteinschätzung eigener Kompetenzen für die Laufbahnplanung (Career Development Self-Efficacy Inventory – CD-SEI)“ eine Bewertungsskala mit 24 Kriterien entwickelt, mit der Jugendliche die eigenen Kompetenzen für die Laufbahnentwicklung bewerten können. Der Fragebogen deckt 6 Bereiche ab Laufbahnplanung, geschlechtsspezifische Aspekte der Berufswahl, Wahl der Ausbildung, Bewerbung, Methoden der Arbeitsuche, Entwicklung von beruflichen Zielen; damit werden diejenigen Kompetenzen erfasst, die in Hongkong von AbsolventInnen des Gymnasiums (High School) am Übergang in das Beschäftigungssystem benötigt werden. Die Validitätsanalyse auf der Grundlage der Antworten von 6776 SchülerInnen der Klassen 10–13 ergab, dass sich die genauesten Ergebnisse bei Anwendung eines Modells ergaben, dass alle 6 Bereiche unter Betonung eines dieser Faktoren einbezog, wobei allerdings ein Validitätsmodell, dass nur diesen einen herausragenden Faktor einbezog, bereits angemessene Näherungswerte ergab. Die Reliabilitätsanalyse ergab, dass der Gesamtfragebogen und die Teilfragebögen in sich konsistent sind. Die Ergebnisse führen zu der Vermutung, dass Jugendliche zwar ein gewisses, aber kein sehr ausgeprägtes Selbstvertrauen im Hinblick auf ihre Laufbahnentwicklung haben. Jugendliche, die ein Hochschulstudium planten, zeigten ein ausgeprägteres Selbstvertrauen als die anderen Jugendlichen, die kein Studium planten. Dies ist die erste Untersuchung mit dem Ziel, einen derartigen Selbsteinschätzungsfragebogen für chinesische Jugendliche zu entwickeln und zu evaluieren. Der Artikel diskutiert ebenfalls Aspekte einer interkulturellen Perspektive im Zusammenhang mit der Entwicklung von umfassenden Beratungsprogrammen sowie von Beurteilungsinstrumenten.Resumen. Elaboración de un Instrumento de Auto-Eficacia en el Desarrollo de la Carrera de Adolescentes Chinos en Hong Kong. Se ha desarrollado un instrumento de medida con 24 items, el Inventario de Auto-Eficacia en el Desarrollo de la Carrera (IAE-DC), para evaluar la auto-eficacia en el desarrollo de la carrera entre adolescentes de Hong Kong. El IAE-DC abarca seis dimensiones que representan las competencias que los alumnos de secundaria necesitan en su tránsito de la escuela al mundo del trabajo en Hong Kong. Los análisis factoriales realizados a partir de las respuestas de 6776 estudiantes de los cursos 10°–13° demostraron que lo que mejor se ajustaba a los datos eran seis factores primarios con un modelo factorial de orden superior, aunque sólo este modelo factorial general también se ajustaba adecuadamente. Los análisis de fiabilidad confirmaron la consistencia interna de las escalas y subescalas. Los resultados sugirieron que los adolescentes de Hong Kong sentían cierta seguridad, aunque no demasiada, respecto al desarrollo de su carrera. Los estudiantes que tienen decidido ir a la universidad mostraban mayor confianza en su desarrollo profesional que aquellos que no han planificado nada. Este es el primer estudio en el que se ha elaborado y validado un instrumento de medida de la auto-eficacia en el desarrollo de la carrera para adolescentes chinos. Se discuten aspectos relacionados con los programas comprensivos de orientación y con el desarrollo de instrumentos de diagnóstico desde una perspectiva cross-cultural.
  相似文献   

4.
This article first illustrates how recent social, economic and educational development in Hong Kong contributes to teacher stress. It then presents data from an international study on teacher stress with respect to working with challenging students, i.e. students with behavioural problems. Teachers were asked to report on the perceived behavioural incidence, associated stress and the impacts of the most challenging student in their classes. The relationships among the various perceptions of teachers were examined using bivariate correlation, canonical correlation and one-way ANOVA. To account for the associated stress and impacts on teachers, negative affect, self-critical attitude and self-efficacy beliefs of teachers were found to be more important than the school characteristics. Compared to their counterparts, Hong Kong teachers were found to be subjected to highest negative impacts from the challenging students and have most negative beliefs in working with them. This study concludes with a discussion of the findings and remedies that might relieve the stress among teachers in Hong Kong.  相似文献   

5.
The theory of planned behaviour (TPB) was used to explore the Hong Kong teachers' intentions to implement school-based assessment (SBA) and the predictors of those intentions. A total of 280 teachers from Hong Kong secondary schools who had been involved in SBA were surveyed. Rasch-calibrated teacher measures were calculated for each of the 6 variables – affective and instrumental attitude, subjective norm, self-efficacy, knowledge, and intention – regarding SBA. The results of hierarchical multiple regression analysis revealed that instrumental attitude and self-efficacy made significant contributions to predicting intentions to implement SBA. These 2 predictors explained 55.2% of the variance in intentions. The other 3 variables, that is, affective attitude, subject norm, and knowledge, did not have significant predictive power on the formation of intentions to implement SBA. Possible explanations and implications of the findings are discussed.  相似文献   

6.
Hong Kong Government policy is to promote Hong Kong as an international education hub for the region. This may be more rhetoric than reality. The article surveys the historical background of Hong Kong in terms of its role as a trading centre, a gateway to China and a meeting place for East and West for which interchange with European languages and cultures has been important. The development of education policy within Hong Kong as far as the European dimension is involved is also reviewed. In addition, the development of global trade in educational services is touched upon which thus far has been heavily Anglo-centric. In terms of Hong Kong itself, an analysis is presented of overseas educational programmes available in Hong Kong from Europe. The extent of European languages and studies provided in the school, university and lifelong learning sectors is surveyed. The work of European consulates in promoting languages and culture through such organisations as the Alliance Française, Goethe Instituta, etc. is another important part of provision. The article makes passing reference to the neighbouring territory of Macau and the importance there of Portuguese.
The article concludes that for European studies and languages, the role of Hong Kong as a trading and financial hub has been a more significant stimulant than the Hong Kong government's policy for Hong Kong to be an international education hub.  相似文献   

7.
This study assessed multiple intelligences in a sample of 96 Chinese secondary school teachers in Hong Kong, and explored the consistency between these teachers' multiple intelligences and their areas of responsibilities. Teachers typically reported relative strengths in interpersonal and intrapersonal intelligences and weaknesses in visual-spatial and bodily-kinesthetic intelligences. While there were no gender or age group differences, arts/music/sports teachers indicated greater strengths in musical intelligence when compared with language and social studies teachers, and guidance teachers indicated greater strengths in both intrapersonal intelligence and interpersonal intelligence than did non-guidance teachers. Using the eight intelligences as predictors, teachers' interpersonal intelligence was the significant predictor of their self-efficacy in helping others. The implications of these findings are discussed in light of the current Hong Kong education reform movement and the inadequacy of teacher education programs in Hong Kong.  相似文献   

8.
This study uses hierarchical linear modeling to examine the influence of a range of factors on the science performances of Hong Kong students in PISA 2006. Hong Kong has been consistently ranked highly in international science assessments, such as Programme for International Student Assessment and Trends in International Mathematics and Science Study; therefore, an exploration of the factors that affect science performances of Hong Kong students can give a lens to examine how science education can be improved in Hong Kong and other countries. The analyses reveal that student backgrounds as male, at higher grade levels, and born in mainland (when in the same grade) are associated with better science performance. Among the attitudinal factors, enjoyment of science and self-efficacy in science play important roles in scientific achievements. Most of the parental factors, on the other hand, are not having significant impacts on achievement after student attitudes are taken into account, with only parents’ value of science having a small effect. School student intake is found to be a strong predictor of school average achievement, as well as a major mediator of the effects of school enrollment size and school socio-economic status. The findings differ from recently reported results, which suggested that school enrollment size was associated with achievement. This study also points out the problems of the use of science instruction time as a school-level variable to explain science achievement in Hong Kong.  相似文献   

9.
李超 《海外英语》2014,(13):262-264
This paper discusses the current language education and issues in Hong Kong,The language apply maintain successfully the international and local identity needs in Hong Kong,both English and Cantonese are mainly in the different areas,meeting the different needs of various aspects of the mainstream language.Hong Kong was a multi-lingual region.English was the official language in more than one hundred years before Return;English enjoyed a dominant position in Hong Kong,where expression under the influence of English,Chinese and English code-switching is also very common.The Return of Hong Kong has a considerable influence to language phenomenon;greatly strengthen the importance of Mandarin.In this paper,from the Angle of social linguistics,this paper discusses the English position before and after Hong Kong's return to China,discussing economic,business,education,and other areas of the social development and changes of English status,and analyzes the Hong Kong residents for English,Cantonese and Mandarin language attitude.  相似文献   

10.
Catering for learner diversity is one of the key areas in the recent educational reform in Hong Kong. Pre-service teacher education acts as a fundamental way to equip pre-service teachers ready for accommodating diverse learning needs and to build up pre-service teachers’ self-efficacy. The purpose of the study is to examine prospective teachers’ teaching beliefs toward differentiated instruction and teaching efficacy. Using a sequential mixed methods design that contains a questionnaire, focus group interviews, and individual interviews, prospective teachers undertaking a 13-session course regarding differentiated instruction as offered by a local university in Hong Kong participated in the study from January to April 2013. Changes in teaching beliefs regarding differentiated instruction as well as teaching efficacy levels were found. More positive attitudes toward differentiated teaching were found; however, there existed different concerns including class management and conflicts with personal teaching beliefs. These concerns may be related to practical experiences and confidence as well as expectations upon students. Implications for future course development and research are discussed at the end of the paper.  相似文献   

11.
Research Findings: This study investigated the relationships of preservice teachers’ year of study in the teacher education program, creativity, zest, and self-efficacy in managing children’s behaviors to self-efficacy in creating child-centered learning environments. Data were collected from 275 Hong Kong preservice teachers via self-reported questionnaires. Results showed that creativity had a direct positive linkage with self-efficacy in creating child-centered learning environments. Zest was associated with self-efficacy in creating child-centered learning environments, however, indirectly through self-efficacy in managing children’s behaviors. Year of study was unrelated to both self-efficacies. Practice or Policy: Preservice teachers’ creativity and zest can be conceptualized as personal resources for creating child-centered environments. Teacher education programs should therefore incorporate components of fostering pre-service teachers’ own creativity and zest.  相似文献   

12.
Adolescent-Parent Conflict among Chinese Adolescents in Hong Kong   总被引：6，自引：1，他引：6  
Adolescent-parent conflict was examined in 120 lower-class Chinese early, mid-, and late adolescents in Hong Kong. Individually interviewed adolescents described actual family conflicts, rated their frequency and intensity, justified their own and their parents' perspective on disputes, described how conflicts were resolved, and rated their parents' parenting styles. Conflicts were primarily with mothers, of moderate frequency and severity, and occurred over everyday issues. Chinese adolescents reasoned about conflicts primarily in terms of personal jurisdiction; personal reasoning decreased with age and was more frequent among males than females. Parents' reasoning was seen as primarily pragmatic. Adolescents wanted greater autonomy in decision making than their parents granted them, but parents' views prevailed less with age. Chinese parents were described as relatively warm and controlling; greater parental control and lower warmth were significantly related to conflict frequency and intensity. The findings are seen as reflecting autonomy development in a different cultural context.  相似文献   

13.
《师资教育杂志》2012,38(4):417-433
ABSTRACT

Teachers’ attitudes towards parental involvement play an important role in the ways they approach children’s families. This study examined Hong Kong pre-service early childhood teachers’ attitudes towards different types of parental involvement strategies and investigated whether these attitudes were related to the quality of relationships within their own family. Data were collected from 163 Hong Kong pre-service early childhood teachers via questionnaire. Results showed that engaging families in school decisions was perceived as the least important and feasible. The pre-service teachers also felt least confident in implementing it. There were, however, discrepancies in the perceived levels of importance, feasibility and confidence towards other types of parental involvement strategies. The levels of cohesion and expressiveness in pre-service teachers’ own families were positively related to their attitudes towards some types of parental involvement strategies. These findings suggest that teacher educators should take pre-service teachers’ family experiences into consideration when preparing them to work with children’s families.  相似文献   

14.
This study assessed two global (general and collective) and seven domain-specific sets of teacher self-efficacy beliefs among 273 Chinese prospective and in-service teachers in Hong Kong. While teachers generally reported having the highest confidence in teaching highly able learners and the least confidence in classroom management, there were significant teacher group differences. Among four groups of teachers, the experienced teachers reported the highest level of global and domain-specific teacher self-efficacy, suggesting that there could be a trend of rising teacher self-efficacy as a teacher went through preparation and teaching practice to becoming a novice and then a more experienced teacher.  相似文献   

15.
Hong Kong underwent tremendous changes after the transfer of its sovereignty to China in 1997. This study attempts to explore the changing role of schools in preparing students for future democratic citizenship in the post-colonial era. Different researchers have postulated that schools play a crucial role in the political socialization process in meeting the developmental needs of adolescents. A mixed-method sequential explanatory research design was adopted to assess the effectiveness of Hong Kong schools in promoting civic learning. The significance of the present study was to analyse the school context by using the assessment framework from the International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study (CivEd) to generate citizenship education studies. An extensive review of research related to the role of schools through formal and informal curricula was conducted. This process helped extend the current understanding of the effectiveness of the political socialization in secondary schools in Hong Kong and contributed to the further development of the research on political socialization in the Chinese context. The findings from this study would help educators or policy makers rethink the future role of schools in citizenship education.  相似文献   

16.
Manhong Lai 《Compare》2007,37(1):53-68
Beginning in the 1990s, the education departments of Hong Kong and Shanghai began to actively initiate reform with a focus on the quality of education. In reviewing the implementation of educational reform in these two societies, we found that Hong Kong teachers tended to only adopt those policies which they felt were beneficial for students' learning, whereas Shanghai teachers tended to conform more to the state's requirements. Teachers in Hong Kong strongly expressed their frustration over the intensification of their work, while teachers in Shanghai seldom expressed disagreement over the state initiatives. Concerning the meaning of teacher professionalism, teachers in Hong Kong were more able than their counterparts in Shanghai to develop their own interpretations. However, at the same time, teachers' work in Hong Kong was still being monitored by the emerging schooling market, while the work of Shanghai teachers was monitored by the state. Teachers' work in both societies can be interpreted as ‘confined professionalism’. In addition, in both of the two societies teachers' awareness of their professionalism was comparatively weak. Further empowerment in this area is needed.  相似文献   

17.
浅论"一国两制"模式对香港及大陆政治体制发展的影响   总被引：1，自引：0，他引：1  
香港回归祖国后,“一国两制”思想在香港得到了充分的实践与运用。文章试图通过对香港在回归前后政治体制变化的回顾与评论,以及香港政制对内地政治体制改革的参考意义的评述,揭示这一互动的现实状况,同时证明“一国两制”方针在解决香港问题上所发挥的巨大作用是不可替代的。  相似文献   

18.
This longitudinal study examined the relationship between pedagogical continuity in literacy education and early literacy development by comparing Chinese children in Hong Kong and Shenzhen. Stratified random sampling was used to select 24 preschool and Primary 1 classes in four communities catering to middle‐class families in each city. The 24 teachers were interviewed about their teaching methods and views on pedagogical continuity in individual sessions. Further, their teaching activities were videotaped over a period of a week. Their students (n = 758) completed a Chinese literacy attainment test at the beginning and at the end of the same academic year. Analyses indicated that Hong Kong students outperformed their Shenzhen counterparts in Chinese literacy attainment, at both preschool and primary levels, concurrently and longitudinally. This suggests that the holistic approach followed in Hong Kong might have a more positive impact on children's literacy development than the approach followed in Shenzhen. Implications of the findings for early childhood curriculum reform are discussed.  相似文献   

19.
This study compared the effects of social persuasion from parents and teachers on students’ self-efficacy in reading comprehension in English as a foreign language. Ninety-nine Grade 8 Chinese students in a secondary school in Hong Kong completed a questionnaire with six scenarios which tapped their self-efficacy after receiving positive and negative feedback that were described as coming from their teacher, mother and father. Students decreased their self-efficacy after receiving negative feedback and the source of feedback did not make a statistically significant difference. Conversely, positive feedback led to an increase in self-efficacy with the mother’s positive feedback leading to a higher increase in self-efficacy than feedback from the teacher and the father. No statistically significant difference was noted in the change in self-efficacy after receiving feedback from the father and the teacher. Parents and teachers should increase the use of positive feedback and decrease that of negative feedback. Implications for collaboration between teachers and parents in providing positive feedback on students’ academic performance were discussed.  相似文献   

20.
Meeting the challenge of human rights education: the case of Hong Kong   总被引：1，自引：0，他引：1  
Since 1 July l997 Hong Kong has become a Special Administrative Region under the Peoples Republic of China. There is a difference in the interpretation of human rights between East and West. Even before the change of sovereignty human rights education was not an important element in the Hong Kong school curricula. The hidden curriculum is not supportive of human rights education either. During the United Nation Decade for Human Rights Education (1995–2005), Hong Kong people are torn between the dichotomy of liberalism-communitarianism over human rights. This paper examines the attitude about human rights of the Hong Kong Chinese people and the issues of human rights in Hong Kong schools, thereby throwing light on the prospect of human rights education in its relationship to education reform taking place in Hong Kong. The conclusion is that Hong Kongs education reform proposals already embody the spirit of human rights and they have laid the foundation for the development of human rights education.  相似文献   

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