published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / abstract / Linguistics / Master / Master of Arts

published_or_final_version / Education / Master / Master of Education

Teacher education programmes are expected to prepare pre-service teachers (PSTs) to use Information and Communication Technology (ICT) in their future teaching and learning practice. However, whether and how PSTs actually integrate ICT in their teaching practice is influenced by many other factors in addition to their own personal background and educational exposure. This study investigates the technologies used and the kind of ICT-related pedagogical approaches adopted by PSTs’ teaching practicum, and to examine how these are influenced by school-level and personal-level factors. Fifteen PSTs assigned in the same teaching practicum group were selected as the focal subjects for this study. The methodological approach taken in this research was multiple case studies, involving in-depth data collection through surveys, interviews, observations and document analysis during various stages of the PSTs’ in seven preschools over two semesters. Findings reveal three pedagogical approaches adopted by the PSTs: 1) teacher-initiated and teacher-directed, 2) teacher-initiated and children-directed, and 3) children-initiated and children-directed. The most frequent pedagogical approach overall was teacher-directed approach. The adoption of children-directed activities was much lower, and children-initiated activities were very infrequent. Similar patterns were found in ICT-related learning activities: a majority of these were initiated and directed by PSTs and only limited opportunities for children to direct the use of ICT. No ICT was used in children-initiated activities. Further analyses reveal that school-level conditions were important in influencing PSTs’ decision-making in relation to ICT use. These conditions include: nature of the curriculum adopted by the school, ICT access, and the mentor teachers’ pedagogical use of ICT. In schools with a greater understanding and adoption of children-centred approaches, PSTs had more opportunities to involve children in using ICT in teacher-initiated and children-directed activities. In structured teacher-centred classrooms, PSTs follow their mentor teacher’s use of ICT, mainly in teacher-initiated and teacher-directed approach. It is found that the mentor teacher played a very important role in demonstrating the pedagogical use of ICT. The study found that personal conditions such as the PSTs’ self-reported personal use of ICT and their competence in using ICT also affected how they used ICT in their practice. While the PSTs had similar ways of using ICT for their own personal activities, they varied in the confidence and competence in pedagogical use of ICT. They all felt confident in using ICT to prepare and present visual learning resources, but were less confident in preparing lessons that involve the use of ICT by children, and even less confident in guiding children’s use of ICT. These findings suggest that in order for teacher education programmes to effectively prepare PSTs for ICT integration, mutual understanding and collaboration with practicum schools and mentor teachers are important. Teacher educators and teacher education institutions are only part of the education ecosystem. Aligned vision and efforts involving policy makers and school leaders at the system and school levels are necessary to create the appropriate conditions for mentor teachers to support PSTs in exploring innovative ways of using ICT in early childhood education. / published_or_final_version / Education / Doctoral / Doctor of Education

Yuen Man-tak. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (p. 430-477). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

by Emily Ma Fung Wai Yung. / Bibliography : leaves 145-162 / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1982

黃維波. / 據手稿本影印. / Thesis (M.A.)--香港中文大學敎育學院. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 162-167). / Huang Weibo. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue yuan. / 圖表目錄 / Chapter 第一章 --- 導論　教育、人力資源與經濟發展 --- p.1 / Chapter 第二章 --- 本港女性勞動力與勞動參與率 --- p.20 / Chapter 第三章 --- 本港各行業女性勞動參與的變化概觀 --- p.30 / Chapter 第四章 --- 本港各職業女性勞動參與的變化概觀 --- p.43 / Chapter 第五章 --- 本港女性教育水平與勞動參與的變化概觀 --- p.64 / Chapter 第六章 --- 一些相關現象：家庭結構、婚姻、生育狀況的變化與勞動參與概觀 --- p.111 / Chapter 第七章 --- 有關文献的討論 --- p.139 / Chapter 第八章 --- 結論 --- p.155 / Chapter 附錄 --- 參考書目 --- p.162

by Wong Wai-kin. / Added t.p. in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references. / abstract --- p.i / acknowledgements --- p.iv / table op contents --- p.v / list op tables --- p.viii / list of illustrations --- p.xi / chapter / Chapter I. --- statement of the problem --- p.1 / Concern with Income Size Distribution --- p.1 / Income Size Distribution and Schooling --- p.4 / The Case of Hong Kong --- p.6 / The Problem of the Study --- p.8 / Chapter II. --- review op literature --- p.10 / Schooling As a Determinant of Income size Distribution: The Theories --- p.10 / Schooling As a Determinant of income size Distribution: The Evidence --- p.20 / Empirical Approaches in Several Previous Studies --- p.24 / Chapter III. --- the study --- p.44 / The Theoretical Framework --- p.44 / Schooling and Human Capital --- p.44 / Human Capital and Income size Distribution --- p.45 / Education Expansion and Cohort Differences in Schooling --- p.48 / The Hong Kong Context --- p.50 / The Research Hypotheses --- p.58 / Empirical Specification of the Model --- p.59 / The Earnings Inequality Function --- p.59 / The Variance Form of the Schooling Model --- p.66 / Data Source and Sample --- p.69 / Measurement of Variables --- p.70 / Chapter IV. --- schooling and the distribution op earnings in hong kong --- p.72 / The Aggregate Set --- p.72 / The Aggregate set Excluding Illiterates --- p.88 / The Overtaking Set --- p.93 / Observations on Age Groups --- p.102 / Chapter V. --- summary and conclusions --- p.107 / Summary and Conclusions --- p.107 / Significance and Comparison --- p.111 / Policy Implications --- p.112 / Limitations --- p.117 / references --- p.121 / appendices / Chapter A.I. --- DETERMINANTS OF INCOME SIZE DISTRIBUTION --- p.131 / Chapter A.II. --- ESTIMATION OF THE YEARS OF SCHOOLING --- p.132 / Chapter A.III. --- "MEANS, STANDARD DEVIATIONS, CORRELATIONS AND ADDITIONAL REGRESSION ESTIMATES" --- p.133