published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

據稿本複印 / 論文(哲學碩士)--香港中文大學硏究院敎育學部,1993. / 附參考文獻 / 余惠冰 = A survey of Hong Kong teachers' attitudes toward professionalization / Yu Wai-bing. / Chapter 第一章 --- 緖論 --- p.1 / Chapter 第一節 --- 研究背景 --- p.1 / Chapter 第二節 --- 硏究目的 --- p.8 / Chapter 第三節 --- 研究問題 --- p.10 / Chapter 第四節 --- 研究意義 --- p.12 / Chapter 第二章 --- 文獻探討 --- p.16 / Chapter 第一節 --- 名詞詮釋 --- p.16 / Chapter 一、 --- 態度 --- p.16 / Chapter 二、 --- 專業 --- p.18 / Chapter 第二節 --- 專業理論之發展 --- p.20 / Chapter 一、 --- 特質模式 --- p.20 / Chapter 二、 --- 權力模式 --- p.25 / Chapter 三、 --- 歷史發展模式 --- p.29 / Chapter 第三節 --- 專業化指標及其應用 --- p.32 / Chapter 第四節 --- 有關專業化的其他討論 --- p.38 / Chapter 一、 --- 科層化與專業化 --- p.38 / Chapter 二、 --- 專業認同與專業社化 --- p.40 / Chapter 三、 --- 工會主義與專業主義 --- p.42 / Chapter 第三章 --- 研究理論基礎 --- p.43 / Chapter 第一節 --- 香港中小學教育發展的特色 --- p.47 / Chapter 第二節 --- 中小學教師的工作特質及權力分配 --- p.60 / Chapter 一、 --- 中小學教師的工作特質 --- p.60 / Chapter 二、 --- 中小學教師的權力分配 --- p.68 / Chapter 第三節 --- 香港中小學教師職業群體的凝聚 --- p.75 / Chapter 一、 --- 教師專業訓練 --- p.75 / Chapter 二、 --- 教師組織興盛 --- p.80 / Chapter 三、 --- 校本管理措施 --- p.83 / Chapter 第四章 --- 研究設計與實施 --- p.86 / Chapter 第一節 --- 研究設計 --- p.86 / Chapter 第二節 --- 研究變項 --- p.95 / Chapter 第三節 --- 研究假設 --- p.97 / Chapter 第四節 --- 研究工具 --- p.101 / Chapter 第五節 --- 研究對象 --- p.105 / Chapter 第六節 --- 實施程序 --- p.107 / Chapter 第七節 --- 資料處理 --- p.109 / Chapter 第五章 --- 統計结果及分析 --- p.112 / Chapter 第一節 --- 被訪者背景資料 --- p.112 / Chapter 第二節 --- 教師對專業化的態度 --- p.123 / Chapter 第三節 --- 專業化與科層化的各項指標 --- p.134 / Chapter 第四節 --- 驗證假設 --- p.149 / Chapter 第六章 --- 结論 --- p.183 / Chapter 第一節 --- 研究结果及討論 --- p.183 / Chapter 第二節 --- 研究的限制 --- p.197 / Chapter 第三節 --- 建議 --- p.198 / 參考文獻

published_or_final_version / Education / Master / Master of Education

by Cheung Kwok Lun. / Thesis (M.A.)--Chinese University of Hong Kong, 1980. / Bibliography: leaves 136-141.

by Yeung Sze-yin, Shirley. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 200-210). / ABSTRACT --- p.2 / ACKNOWLEDGMENT --- p.3 / TABLE OF CONTENT --- p.4 / Chapter CHAPTER ONE --- INTRODUCTION --- p.7 / Chapter I. --- Background of the Study / Chapter II. --- Aims of the Study / Chapter III. --- Significance of the Study / Chapter IV. --- Definition of Terms / Chapter CHAPTER TWO --- REVIEW OF LITERATURE --- p.14 / Chapter I. --- Teacher Education / Chapter II. --- Reflective Teaching / Chapter III. --- Approaches of Reflective Teaching / Chapter IV. --- Personal Theory / Chapter V. --- Research on Reflective Teaching in Preservice Teacher Education / Chapter CHAPTER THREE --- THE CASE STUDY --- p.40 / Chapter I. --- Preservice Teacher Education in Hong Kong (College of Education) / Chapter II. --- The Case : A Preservice Teacher Education Programme in a College of Education in Hong Kong / Chapter III. --- Theoretical framework of the study / Chapter CHAPTER FOUR --- THE RESEARCH DESIGN --- p.57 / Chapter I. --- Research Questions / Chapter II. --- The Case Study Design / Chapter III. --- Population and Sample / Chapter IV. --- Procedures of Data Collection / Chapter V. --- Data Analysis / Chapter VI. --- Limitations of the Study / Chapter CHAPTER FIVE --- CASE ANALYSIS --- p.75 / Chapter I. --- The Student Teachers / Chapter II. --- Professional Growth (in reflective thinking) of the six student teachers / Chapter 1. --- Interest to reflect / Chapter 2. --- Content and quality of reflection / Chapter 3. --- Perspectives and levels of reflection / Chapter 4. --- Development of personal theory / Chapter 5 / Chapter 6. --- Willingness to become a student of teaching as a lifelong career orientation / Chapter 7. --- Conclusion / Chapter II. --- Influence Of Context (Quality of the Programme) --- p.164 / Chapter 1. --- Lesson for analysis / Chapter 2. --- Peer observation / Chapter 3. --- Self-evaluation / Chapter 4. --- Clinical Supervision / Chapter 5. --- Conclusion / Chapter CHAPTER FIVE --- CONCLUSION AND RECOMMENDATIONS APPENDICES --- p.194 / Appendix A List of researches: Reflective Teaching in Preservice Teacher Education / Appendix B Lesson for Analysis--- Observation Report / Appendix C Teaching Practice Peer Observation Exercise (Form A to Form E ) / Appendix D Teaching Practice Self-Evaluation Form / Appendix E Pilot Case Study Report / Appendix F Overview of the Research Design / Appendix G Key self-evaluation behaviours of the six student teachers in PTP / (Table 1) Yetta / (Table 2) Ling / (Table 3) Wong / (Table 4) Yee / (Table 5) Jenny / (Table 6)Kin / BIBLIOGRAPHY --- p.212

In recent years, many teachers in Hong Kong are reported as dissatisfied, stressful, and burnt out. The literature has suggested the negative emotions affect both teachers’ well-being and teaching quality. Therefore, it is necessary to investigate the phenomenon of teachers’ emotional experiences at work in Hong Kong. Since a large number of teachers in Hong Kong are found to be unhappy, their emotional experiences can be regarded as a social issue more so than a psychological one. Thus, this research studies teachers’ emotional experiences from sociological perspective. In order to have an in-depth understanding about Hong Kong teachers’ emotional experiences, this study interviewed 21 Hong Kong secondary school teachers who were selected by maximum variation sampling and snowball sampling, investigated the documents of the informants’ schools, and analyzed the education policy documents and the Hong Kong educational news which were published between 1980 and 2011. The findings show that all the informants were committed to making a difference in students’ lives as their major teaching purpose. When there was a mismatch between how they perceived their work and what in actual the teaching purpose was, they would feel negatively; otherwise, they would feel positively. The study also finds that positive student-matters were the source of teachers’ positive emotions because the positive student-matters signified the informants that they successfully made a difference in students’ lives. On the other hand, workload, especially the administrative or what the informants called “non-instructional work”, tended to signify to the informants that they spent a lot of time on work that was unhelpful in making a difference. Therefore, the teachers were dissatisfied with heavy workload not only because the workload gave them no leisure, but because they perceived their work as purposeless and unworthy. However, when this study took a closer look at the “non-instructional work”, it found that most of the “non-instructional work” suggested by the informants were “instructional” or had “instructional” values in nature. The phenomenon was a result of the power relation between school administrators and teachers which was embedded in and structured by career stage, school administration, and education reforms. Under this relation, the power of school administrators overpowered the teachers in school when it came to the decision-making process. In other words, the teachers often were unable to access the “instructional” values behind their work, school policies and measures decided by the administrators. Under this situation, they might find it difficult to make a difference in students’ lives by doing their work, resulting in a negative self-concept. Therefore, they were inclined to experience negative emotions at work. Nevertheless, it is noted that different groups of teachers enjoyed different levels of power in the power relation. For example, the late-career teachers tended to have more power because they were the members of school administrators, but the early- and mid-career teachers were more powerless because most of them were front-line classroom teachers excluded from many school decision-making processes. In addition, some school administrative practices might favour the overpowering relation, but some school administrative practices might not. Accordingly, Hong Kong teachers’ emotional experiences should be differentiated across different groups of teachers, although they generally feel negatively at work. According to the findings, this study gives different recommendations to school administrators, the government, and teacher education to improve Hong Kong teachers’ emotional experiences at work. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Curriculum Studies / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education