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1.
This paper focuses on the paradigm shift in teaching that has resulted from the use of information technology (IT) and the ways in which IT in the curriculum enhances music learning in Hong Kong. In 1998 the government proposed a five‐year strategy plan, Information Technology for Quality Education, and since this time the Hong Kong education system has changed rapidly, with increasing demands on teachers to upgrade their technological skills and practices. Semi‐structured interviews concerning concepts of IT with 29 primary and secondary school teachers and their 543 students, held between February and August 2002, give situation‐specific insights into their views. The paper concludes that when IT is carefully planned, designed and integrated into good music practice in classrooms, it can support students’ motivation and enhance the quality of learning.  相似文献   

2.
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   

3.
Recently, there has been considerable concern among art educators and cultural policy makers to promote art education in Hong Kong. The launch of the new curriculum of a discipline-based character in 1996 generated debate in the art education circle of Hong Kong. There were diverse opinions on the rationale for teaching art. Concern was expressed about the present constraints of art teaching related to teachers' ability and school administration poses another important issue that seems to inhibit further developments. This paper reports part of the findings of a study on art teachers' concepts of teaching. It explores the concepts of about 20 secondary art teachers in Hong Kong. Several categories of teaching are derived from interviews: aesthetic development, moral development, intellectual development, expression and therapy, and intellectual and aesthetic development. A scheme is developed which can be used to analyze teachers' concepts as education in or through art on a continuum from subject to learner centred.  相似文献   

4.
Current policies at both the state and national levels emphasise the need for increased attention to teaching children with special needs and more extensive school‐based experience in teacher education courses. This paper reports an in‐school experience which was an integral part of an on‐campus subject that focused upon teaching children with special needs. It also addressed a range of issues currently of concern in pre‐service teacher education, including the nature of the in‐school experience, managing the needs of children with learning difficulties in an integrated classroom, overcoming the socialising effect of block practice teaching, reinforcing the relevance of campus‐based subjects, maintaining a balance between the formal teaching expectations and the nurturing roles of teachers, providing teacher educators with recent and relevant in‐school experience, and producing reflective teachers with an understanding and appreciation of the ‘art’ and the ‘science’ of teaching.  相似文献   

5.
Background:?Hong Kong is currently a Special Administrative Region of the People's Republic of China. It has autonomy over many policy areas, including finance and education. It is a community of seven million people, which has changed its focus and identity significantly over the last 25 years, from predominantly manufacturing to a service and knowledge economy with particular strengths in financial services.

Purpose:?This paper will consider the market for teacher education places and the market for teachers, and explore the career intention and commitment implications of high numbers of well qualified applicants applying for teaching in the context of reduced work opportunities elsewhere, an increasing higher education focus on intake scores and the challenge, for the teaching profession and the education system, of teaching becoming less secure work.

Sources of evidence:?Governmental and institutional publications and data, along with research and survey findings, together with comparative literature underpin the reactions to past, present and possible future effects on teacher education in Hong Kong.

Main argument:?Given its financial focus, Hong Kong would be expected to suffer significantly during the recent financial crisis and that this would impact across all its sectors including Education and Teacher Education. In addition to the financial crisis, other changes have affected teacher education in Hong Kong, including major reforms in curriculum and school and higher education structure and a significantly diminished birth rate reducing posts in teaching, and raising concerns about job security.

Conclusions:?Hong Kong is a very prudently managed economy with substantial reserves and a commitment to ‘small government’ and the impact has been different from many other systems. Places on teacher education programmes remained unchanged. Applications for teacher education programmes however increased significantly during the crisis.  相似文献   

6.
The present research addressed the issue of ‘life after a course’. The study aimed to evaluate the efficacy of four in‐service teacher‐training courses at the Hong Kong Institute of Education in terms of their usefulness and relevance to the teachers’ needs on return to school. An end‐of‐course evaluation questionnaire and a follow‐up questionnaire were sent six months after the courses to see if there were any significant differences in the participants’ views on the effectiveness of a course at two different time points. Qualitative data collected from interviews between the tutors and participants six months after the courses were also analysed to find out which aspects of the courses were considered to be most useful to the teachers on their return to school, and why they were useful. The findings from the research give valuable insights into the design of teacher‐education courses.  相似文献   

7.
ABSTRACT

The conflicting education values in Hong Kong kindergartens and primary schools pose various challenges to kindergarten teachers in providing pupils with a smooth transition to primary school which requires collaboration from schools and families. This study explored these challenges as well as the benefits of a professional teacher training programme. In-service teachers (N?=?35) and tutors (N?=?2) engaged in the module ‘The Social and Emotional Aspects of Teaching and Learning’ participated in this study. The trainees’ weekly reflective journals throughout the 22-week module were subjected to documentation analysis. Group interviews with the in-service teachers and individual interviews with the tutors were conducted on completion of the module. Findings reveal a gap between teacher training and providing pastoral care for pupils through supporting the social and emotional aspects of their families in Hong Kong, and indicated that traditional beliefs associated with the teaching profession should be widened. Meanwhile, counselling knowledge and skills should be contextualised and integrated into teacher training programmes.  相似文献   

8.
Abstract

This study compares the views of primary teachers from South Australia and New South Wales on selected aspects of inclusive education. The questionnaire administered in the study probed the following issues: (i) the numbers and types of students with special needs in inclusive classes; (ii) any benefits that had occurred as a result of including children with disabilities in mainstream classes; (iii) the types of disability or , ‘special educational need’ most difficult to cater for in the regular classroom; (iv) the teachers’ level of satisfaction with the personal and material support available within their schools; and (v) the amount of special education training each teacher received during their pre‐service and in‐service experience. The questionnaire was sent to a representative sample of schools listed in the Disadvantaged Schools and Country Areas Programs in both states. Seventy‐seven (77) responses were received and analysed, comprising forty‐one (41) from teachers in South Australia and thirty‐six (36) from teachers in New South Wales. The overall patterns of responses from teachers in NSW and South Australia were similar. Major findings indicate that approximately one third of teachers in both South Australia and New South Wales report definite benefits associated with having students with disabilities enrolled in their classrooms. However, teachers in both states also report that the major difficulties they encounter are ‘lack of time’, combined with difficulty balancing the demands of all students. Specific obstacles to implementing inclusive practice included class size, lack of appropriate teaching resources, behaviour problems exhibited by some students (resulting in a need for constant behaviour management), and lack of appropriate professional training in inclusive methods. The article discusses these and other factors reported by the teachers. This investigation adds usefully to Australian research into problems and practices associated with inclusion.

Peter Westwood is an Associate Professor in the Department of Education, University of Hong Kong, where he teaches and researches in the field of special education. For twenty‐five years he was a teacher, lecturer and researcher in Australia. He is author of the recent books Commonsense methods for children with special needs (published by Routledge), Spelling: approaches to teaching and assessment, and Numeracy and learning difficulties (both published by Australian Council for Educational Research).

Lorraine Graham is senior lecturer in Special Education at the University of New England. After some years as a primary teacher in Queensland, she completed her Masters and Ph.D. at Simon Fraser University in Vancouver, British Columbia. Lorraine is particularly interested in ways to foster the literacy skills of students with learning difficulties. Her current projects focus on cognitive strategy instruction, inclusive education and automatkity in basic academic skills.  相似文献   

9.
Research into teachers' conceptions of teaching can be justified in that deep seated beliefs impact upon the way teachers teach and influence the learning approaches of their students. This study examined conceptions of teaching art, through interviews with 18 secondary school art teachers in Hong Kong. The analysis resulted in a two‐level characterisation of conceptions under broad essentialist and contextualist orientations. There were four subordinate conception categories, namely moral development in art and aesthetic development in art under the essentialist orientation, and intellectual development through art, and expression and therapy through art as sub‐categories of the contextualist orientation. The categories were defined and delimited by six dimensions. The categories were seen as clearly distinguishable but related, though not hierarchically. There was no evidence of the category scheme being culturally specific, as the majority of the teachers held beliefs which were not consistent with the traditional manner of Chinese painting.  相似文献   

10.
Recently, the school and co‐operating teachers have an increasingly important role, by offering stronger support during the teaching practice. Being congruent with similar developments in teacher education programmes in other countries, this development in Hong Kong is strengthened by research studies examining the process of learning to teach. By arguing that the process of learning to teach can be examined from a personal constructivist view of learning, this paper examines the experience from the student‐teachers’ perspective. The finding reports on the problems perceived by the student‐teachers during the student teaching practice and the support provided by the co‐operating teachers. The problems encountered and the support obtained were compared and contrasted to reveal the possible roles of the co‐operating teachers. The process of learning to teach is extended from a personal view to include support from the social milieu. This paper proposes to consider the process from a social constructivist view of learning. Drawing on the findings, it concludes with implications on how the school and the teacher education institute can collaborate and support the student‐teachers from a social constructivist view of learning.

  相似文献   


11.
This article reports a mixed methods study on the contribution of various aspects of pre-service student teachers’ learning in initial teacher education (ITE) to their professional competence in a Five-year Bachelor of Education Programme in Hong Kong. Special attention is given to how student teachers’ non-formal learning in higher education contributes to their professional competence, an under-researched area in teacher education. A total of 282 student teachers participated in the quantitative survey, 18 of whom were interviewed. Although  Undergraduate Learning Experience: Formal Learning and Non-formal Learning was not the most highly rated factor, multiple regression indicated that it was the only ITE professional learning factor that significantly predicted all dimensions of professional competence. This supports the hypothesis that non-formal learning as a part of learning in higher education makes a significant contribution to student teachers’ professional competence. The qualitative findings showed that non-formal learning provided opportunities for service learning, co-curricular activities, and student exchange programmes with different objects of engagement. Student teachers constructed pedagogical content knowledge, general pedagogical knowledge, and knowledge of context through hands-on experiences, professional dialogue with practitioners, and observations of others’ practice. Such knowledge contributed to their competence in classroom teaching and to work in schools. Implications for ITE are discussed.  相似文献   

12.
English teaching and learning has taken an interesting shift in Hong Kong schools with the implementation of the New Senior Secondary (NSS) curriculum under the ‘334’ education reform. Situating the paper within the broader considerations of the intersection of Cultural Studies and English teaching, this paper examines the challenges and prospects of teaching the new Language Arts elective called Learning English through Popular Culture module. It is argued that while the module endeavours to connect and motivate Hong Kong students to learn English through popular culture materials, the official curriculum and schemes of work, however, narrowly articulate the teaching of popular culture texts conceived as ‘text-types’. Such a formulaic approach to using popular culture in the classroom is limiting and locks students into a procedural way of ‘thinking’ and ‘doing’ popular cultural texts. The paper concludes by offering some ways forward that might deliver what is otherwise a revolutionary and innovative curriculum. Beyond the specific case of Hong Kong, the curriculum challenge discussed is instructive for other education systems and curriculum scholars looking to develop new pedagogies from the intersecting disciplines of Cultural Studies and English teaching.  相似文献   

13.
This study aims to examine the impacts of the inquiry learning strategies employed in a ‘Plastic Education Project’ on primary students' knowledge, beliefs and intended behaviour in Hong Kong. Student questionnaires and a test on plastic types were adopted for data collection. Results reveal that the inquiry learning strategies significantly improved students' knowledge of the types of plastic wastes and their corresponding beliefs. However, the strategies seemed not to change students' intended behaviour regarding plastic waste classification and management. The implications of the study for further learning and teaching in environmental education are discussed.  相似文献   

14.
This paper reports on my first‐hand experiences of being a ‘purist’ in Hong Kong, during which time I was not allowed to use mixed code, a common discursive practice among Hongkongers in Hong Kong. I shall discuss the difficulties in using ‘pure’ English and ‘pure’ Chinese in my daily life, as well as exploring the problems I encountered when I used ‘pure’ English in teaching English to a small group of ESL students at a primary school in Hong Kong. I argue that mixed code is very much characteristic of everyday language use by most Hongkongers and represents an important marker of their ethno‐linguistic identity. In relation to language teaching, I suggest that mixed code may be usefully adopted in teaching English in Hong Kong, rather than being shunned at all costs.  相似文献   

15.
This study examined pre-service primary teachers' perspectives on teaching and learning experiences within college-based courses in ‘practical’ subject areas within a teacher education programme. Following three individual lectures (one each in art, music and physical education), pre-service teachers (n=11) participated in focus group interviews sharing their perspectives on the teaching and learning experiences. These data were analysed thematically and supported by teacher educators' (n=3) planning and reflection documentation. Although the problematic nature of the ‘practical’ suggests appeal and peril of the ‘practical’, the important nature of negotiating the ‘practical’ to enhance student learning is apparent. Students emphasised the value of practical engagement and expressed a strong preference for working in groups to create a safe learning environment to develop confidence and competence. These insights suggest key aspects of a pedagogy of teacher education in these ‘practical’ areas. The importance of being aware of and, in some cases, challenging student perspectives on how they learn best in these curricular areas is discussed.  相似文献   

16.
This article examines the attitudes of the colonial and metropolitan governments towards the promotion of English‐language education on Hong Kong Island between 1842 and 1860. The study, which draws on a range of unpublished primary sources, was conducted in response to Whitehead’s recent call for detailed case studies of colonial education policies. This article explores, within the context of Hong Kong, a centrally important aspect of education in the Empire, and one that has been the subject of surprisingly little archival research: British policies towards the teaching and learning of English as a second language. The article begins by analysing the political, economic and demographic forces that influenced the study and use of English in Hong Kong during the 1840s and 1850s, and then moves on to examine language policies and practices in the colony’s mission schools, with a particular focus on the Morrison Education Society School, the first Western school to be established on the Island after the British occupation. The final section analyses the introduction of English teaching in the government vernacular schools in the early 1850s.  相似文献   

17.
Background:?Recent government initiatives in Hong Kong have focused on raising the participation of students from South Asian backgrounds in mainstream schools, to encourage their further integration into Hong Kong's educational system and society. These students' learning in mainstream schools takes place within the context of the central curriculum and, thus, students face the challenge of learning Chinese as an additional language. Mainstream schools sometimes provide additional support, including the provision of bilingual teaching assistants to address the specific needs of the students from South Asian backgrounds.

Purpose:?This exploratory study aims to investigate the roles of bilingual teaching assistants in Hong Kong.

Method:?Interviews were held with two bilingual teaching assistants from the South Asian community in Hong Kong who were working in a mainstream secondary school. Teachers from the school were also interviewed. Open-ended interview questions focused on perceptions of the roles and responsibilities of bilingual teaching assistants in Chinese-language-medium classes. The data were analysed to identify any emergent patterns and themes.

Findings:?The research findings indicate that the bilingual teaching assistants from the South Asian community not only took on the role of helping the learners from South Asian backgrounds in Chinese language acquisition, but also acted as cultural mediators between mainstream school culture and the culture of the South Asian community in Hong Kong.

Conclusions:?This small-scale exploratory research study suggests the importance of the role of bilingual teaching assistants in promoting equal access to quality education for ethnic minorities in Hong Kong.  相似文献   

18.
This is a case study of a one‐year arts educational project ‘I – from dreams to reality’ in which artists worked at school with teachers and learning at the school was planned through arts‐based, co‐operative teamwork during one extra school year of 10th grade students in Finnish basic education. The theme of the year was ‘I’, and so the project was designed to highlight everyone's own way of thinking and expressing art. The research task was to determine whether long‐term holistic arts pedagogy and artist co‐operation at school have any significant connection to students’ self‐efficacy and social skills. Data has been collected through students’ self‐evaluations before and after the school year. Altogether 40 students from 10th grade participated in this case study. Half of the pupils participated in an arts educational project called ‘I – from dreams to reality’ and half formed the control group. Artists worked with the test group weekly during a period of one school year (altogether nine months). Students’ self‐evaluations concerning their self‐efficacy and social behaviour were collected by e‐questionnaire. The measures used were Likert‐based evaluation scores of pupils’ self‐assessment of their self‐efficacy and social behaviour in everyday situations at school. According to the results, artist–teacher co‐operation and learning through the arts can be worthwhile experiences to develop students’ self‐efficacy and social skills.  相似文献   

19.
This paper contributes to the on‐going debate about specialisation and teaching art in primary schools. Moreover it provides a starting point for further research and the design of in‐service training that responds to the different needs and attitudes of primary school teachers in relation to teaching art. This is done by investigating several profiles of teachers who teach art in primary schools in Cyprus. It describes five profiles of teachers, which emerged from analysing data from pupils (questionnaire and interview data) and teachers (interview data) and thus brings a fresh insight to the learning‐teaching situation. There are two profiles of art specialist teachers, named as artist‐teacher and specialist‐teacher, and three profiles of non‐art specialist teachers, named as enthusiastic, disappointed, and indifferent non‐specialist. The most effective teacher in the pupils' eyes is the specialist‐teacher, who integrates more successfully than the others their subject matter knowledge, pedagogical knowledge, knowledge of learners and knowledge of the environmental conditions.  相似文献   

20.
This study examines the discrepancy between teachers’ beliefs and practices in Hong Kong kindergartens and the factors that influence this discrepancy. Three kindergartens, considered by the Hong Kong Education Bureau to be of varying quality, were chosen from different areas of Hong Kong. Questionnaires about teaching beliefs were administered to 35 teachers from these kindergartens. These quantitative data were supplemented with qualitative data gathered during individual interviews with five of the teachers and the three principals. In addition, a focus group of five early childhood education specialists commented on the videotaped observations of the classroom practices of the five interviewed teachers. The findings showed that all of the teachers endorsed the advocated teaching beliefs, but there was a discrepancy between their beliefs and practices. The most significant factors contributing to the discrepancy were teachers’ professional education and their attitudes towards personal teaching introspection. Teachers were also under pressure from parents’ curriculum requests, demands on the children’s academic abilities and expectations for a strong link to Primary One. Enhanced early childhood education training that helps teachers to be introspective about their own teaching practices and beliefs is recommended. Government support is also required to teach parents what constitutes a high-quality learning environment for young children.  相似文献   

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