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

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / Education / Master / Master of Education

2008/09學年，「語常會」資助香港中、小學推行「以普通話教授中國語文科」計劃。計劃以三年為期，為學校提供資源，包括安排內地老師駐校，並提供教師學習平台及專業交流活動。學校A及學校B均於2010/11至2012/13參與了「普教中」計劃，四位研究對象也在此期間在學校成立了「普教中」小組，協助學校推展「普教中」。 / 有關計劃已完結，研究者以敘事探究(narrative study)作為研究方法，了解在「普教中」政策下，香港小學領袖教師(teacher leaders)的學習及領導歷程，進而了解教師領導(teacher leadership)在學校發展的情況。研究者將透過訪談、觀察及分析學校文件來收集研究資料，呈現四位研究對象如何與同儕及校外專家進行協作，在教學情境中持續學習，並協助學校推行有關政策，藉此加強個人的專業知識，並建立個人領袖教師的身份。 / 研究發現當教師有機會與校外專家及同儕相互接合，透過在學校建立學習平台及進行協作，彼此能夠建立相互關係，共同建立實踐社群。四位研究對象以學校作為學習基地，參與校外及校內的學習及有關教學改進的活動，在實踐的過程中提升了個人的教學技巧及領導信心，並在學校建立了學習及分享文化。在帶領同儕與校外專家進行緊密協作的過程中，獲得學習與領導的機會，從而得以發展成為領袖教師。 / 研究進一步發現，四位研究對象在校長的賦權與支持，以及在內地老師及校外專家的協助下，他們能夠建立出個人獨特的領導能力並對同儕作出強大及正面的影響。他們與校外專家及同儕一起為提升學生學習而設計課程與教學，進行課研及行動學習；就推行「普教中」政策及改進教學的工作進行討論與協商；更把共同設計的教材、教學資料及從實踐與反思中獲得的經驗與同儕分享。這些學習與領導的機會為他們提供成為領袖教師的能量，讓他們能克服困難並對新政策及各種挑戰作出回應。 / 研究又發現四位研究對象在教學及領導上的專業知識、技巧及素質，以及其個人的價值目標是影響他們建立領袖教師身份的關鍵因素。有關因素是互為影響的，不但成為了他們在學校改進及帶領團隊工作上的重要條件，更成為他們作為領袖教師的發展方向。然而有關因素會受到學校文化及領袖教師個人的意向所影響。 / 本研究對教師學習及教師領導的知識領域有三方面的貢獻：它揭示了(1)教師在學校進行情境學習時所需要的條件；(2)教師領導在學校發展的歷程及領袖教師在學習社群中的角色；(3)「以普通話教授中國語文」政策在香港小學推行及發展的進程。根據研究結果，本研究對教育當局及學校就如何培育及支援領袖教師作出建議；也就香港小學如何推行「以普通話教授中國語文」政策作出部署及施行安排與策略提出建議。 / The Standing Committee on Language Education and Research (SCOLAR) launched a support scheme in the academic year of 2008/09 to assist schools which have decided to use Putonghua to teach Chinese Language Subject. Each participating school received support for three years including on-site visits offered by mainland professionals and local consultants continued to provide on going support in subsequent years. This study aims to explore how teacher leaders learn in the context of the SCOLAR support scheme. The development of leadership capacity and identity formation in their process will also be discussed. / The study employed a narrative research method. The four primary school teachers were purposefully chosen. They were chosen by their schools. Then took part in the scheme to construct school level learning communities in order to implement the new language policy. Data collection methods include semi-structured interviews of the four participants and the key stakeholders; observation of lesson preparation meetings; and documentary analysis of school-based curriculum designs. / Findings show that mutual engagement created interpersonal relationships among the members of the learning communities. The mutual engagement also transformed the practices, relationships and all kinds of artifacts into a community of practice when the four participants, their colleagues, mainland professionals and experts from local universities worked together. Identity as teacher leader of the four participants was developed through the relationship building with other members of their community of practice. The learning and leading activities in which they participated in and new understandings that they acquired are examined. / Results show that when the four participants were empowered by their principals and external support, they could have strong and positive influence on the practice of teaching and curriculum design of a group of teachers. They engaged together with external professionals and their colleagues in the joint enterprise of working together in designing curriculum and instruction, conducting action learning, negotiating of meanings about the work and sharing repertoires. This leadership capacity building processes enhanced the competence and confidence of the teacher leaders to response the new policy and address new challenges. / The study also found that the four participants’ professional knowledge, skills, dispositions and their value goals were the crucial factors for the development of their identity as teacher leader. These factors were interrelated not only to serve as guiding principle for their decision making but also provide the essential capacity for the accomplishment. However, the factors may be affected by the of school culture and the quality of the teacher leaders themselves. / The study contributes to the discussion of knowledge of teacher learning and teacher leadership in three ways. First, it deepens the understandings of teacher learning with a situated learning perspective. Second, it reveals the processes of the development of teaher leadership and the roles of teacher leaders in the learning communities. Third, viewing the Policy implementation of Teaching Chinese in Putonghua is implementing in Hong Kong Primary School and the problems encountered. The study intends to shed light on the discussion of teacher leadership in two ways. First, policymakers and school principals should pay particular attention on the issue of teacher leadership in designing and funding support teacher development programmes. Second, suggestions for school leaders to implement the Policy of Teaching Chinese in Putonghua at primary schools are made. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 鄧瑞瑩 / Parallel title from added title page. / Thesis (Ed.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 386-387). / Abstracts also in Chinese. / Deng Ruiying

關明佳. / Thesis (doctoral)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 359-392). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Guan Mingjia.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Many studies show that teacher beliefs strongly influence their instructional decisions, which in turn affect classroom practice and curriculum implementation. Studies also reveal many curriculum reforms in the past failed because teacher beliefs had been neglected in the design and implementation process. / The new secondary Chinese language curriculum implemented in 2002 in Hong Kong is of student-centred basis, and thus teachers are required to change their beliefs. This qualitative study aims at investigating teaching beliefs of Chinese language teachers and their influence on curriculum implementation. By examining teaching beliefs of teachers, light can be shed on the problems and prospect of curriculum implementation. Data were collected through semi-structured interviews and observations. Twelve teachers were selected purposefully from three different types of secondary schools, namely band 1, 2 and 3; which represent different range of students' academic competency. In each type of school, two expert teachers and two novice teachers with a variety of educational backgrounds and rankings at school were selected. / The results of this study indicate that teaching beliefs of teachers and their teaching behaviours are interrelated. It also highlights that the existing beliefs of transmission-oriented teachers are incongruent with the underlying philosophy of the new curriculum. This may hinder the implementation of the intended curriculum. But most of the beliefs held by the heuristics-oriented teachers are in line with the intended curriculum, which is likely to facilitate its successful implementation. The findings also have important implications for curriculum developers and teacher educators: curriculum implementation must be accompanied by continuous teacher development which fosters changes of beliefs and practices. / This study finds out that there are underlying commonalities in beliefs among the twelve teachers. In their opinion, the conception of Chinese language is "wen dao he yi", that means the subject does not only aim at developing students' communication skills but also providing positive values. Nevertheless, teachers' beliefs on teaching could be divided into two main orientations, namely transmission and heuristics. Transmission-oriented teachers believe that they transmit knowledge and act as directors and disciplinarians; while students are recipient of knowledge. Their major concerns of teaching are reading and writing but listening and oral practices are of secondary importance; these four areas of language are unlikely integrated in teaching. On the contrary, the heuristics-oriented teachers favour two-way and interactive teaching approaches. They regularly arrange group activities for students in diversification, and let peers learn from each other. Therefore students can be active learners while teachers are facilitators. In their view, integrating reading, writing, listening and speaking in teaching can facilitate students' learning. / 譚彩鳳. / 呈交日期: 2005年12月. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 240-261). / Cheng jiao ri qi: 2005 nian 12 yue. / Advisers: Lam Chi Chung; Yu Nae Wing. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4087. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 240-261). / Tan Caifeng.

Pedagogical content knowledge (PCK), uniquely possessed by teachers, is the expert knowledge of teaching particular subjects. While researchers have probed into the connotation of PCK from the aspects of various subjects, this study explores an area of subject teaching not yet developed in the investigation of teachers' PCK: the PCK of experienced teachers of Senior Secondary Chinese Language, particularly its connotation, foundation, and changes after the curriculum reform. / The reform of the Chinese Language Curriculum in Hong Kong has released learning materials to schools without specifying prescribed texts. Schools are required to accommodate a school-based curriculum in view of the school and its students. To design such a curriculum demands a higher level of teachers' PCK. This study, by citing how teachers managed teaching materials, adopted a qualitative approach to investigate teachers' PCK. Using case study method and via purposeful sampling, this study identified six Senior Secondary Chinese Language teachers as research subjects. Two of them came from two schools which developed their own teaching materials, while the other four belonged to two other schools which employed textbooks. / The result revealed that the PCK possessed by these Senior Secondary Chinese Language teachers comprised five dimensions of knowledge: the knowledge of the purpose of subject teaching, the knowledge of student learning, the knowledge of curriculum content, organization and teaching materials, the knowledge of instructional strategies and representations, as well as subject knowledge. After the curriculum reform, the changes in the teachers' PCK were reflected mainly from their knowledge of student learning, knowledge of curriculum content, structure and teaching materials, and knowledge of instructional strategies and representations. Some teachers put more emphasis on developing students' language ability, demonstrating a change in their knowledge of the goal of subject teaching. Subject knowledge of the teachers, which was important to them when handling teaching materials, remained the same before and after the reform. The PCK of the teachers in this case study came from: teacher education and training programmes, practice and reflection, collaboration and study, the experience of curriculum development, collaborative lesson preparation, peer observation, internal and external professional exchanges, resource sharing, etc. / This study has three significant findings. First, among all the knowledge of teachers, PCK is independent. It is the expert knowledge of teaching particular subjects, as well as an integrated expression of various knowledge dimensions during subject teaching. Secondly, subject knowledge is one of the dimensions of teachers' PCK during subject teaching. It integrates with other knowledge dimensions to realize effects. Thirdly, the knowledge dimension of instructional strategies and representations of PCK has different scopes of application. "Strategies" refers to all kinds of pre-lesson instructional design, as well as the general instruction method during actual teaching. "Representations" refers to that during subject teaching, according to specific subject content and by adopting targeting approach, teachers modify the pedagogical content so as to make it more comprehensible to students. / 周健. / Advisers: Hin-Wah Wong; Ping-Kwan Fok. / Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: . / Thesis (doctoral)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 394-411). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Zhou Jian.