published_or_final_version / Education / Master / Master of Education

The student evaluation of teaching is a crucial method to evaluate the teaching effectiveness and widely used in most universities and colleges all over the world. There are large literatures related to the student evaluation of teaching. However, less research focused on the students and even the taught postgraduate students’ perceptions. As such, the purpose of the current study was to explore and understand the Master of Education students’ perceptions on the teaching evaluation. Specifically, this study set out to identify their expectations and motivations on the teaching evaluation. In total, 15 MEd students at the University of Hong Kong participated in individual interviews in an effort to identify their own opinions on the teaching evaluation including willingness, expectation and motivations, as well as the items of evaluation form. In doing so, the study revealed that most students were willing to do the evaluation, but they couldn’t get any follow up actions next. The motivations for them to rate teaching is that they believed the evaluations were meaningful and as a chance for them to express their personal ideas. Furthermore, the findings demonstrated that students’ evaluations were related to their expectation and personal feelings on the course and teachers. / published_or_final_version / Education / Master / Master of Education

This is a study of Yang Changji (1871-1920), whose thought exerted a profound influence on the shaping of intellectual trends in the early twentieth-century China, notably the ideology of Mao Zedong, who was taught by Yang for five years. Yang, well-versed in the Confucian and Neo-Confucian traditions, spent ten years studying Western moral philosophy and education in Japan (1903-1909), Scotland (1909-1912) and Germany (1912-1913). After returning to China he devoted the rest of his life to teaching ethics and education firstly at the First Normal School in Changsha (1913-17) and latterly at Beijing University (1918-1920), and to introducing Western philosophical, ethical and educational thought through translation and writings. How Yang Changji adopted and incorporated various Western elements, such as Kantian and Neo-Kantian ethics, the British idealism of T.H. Green, the humanistic and liberal tradition instigated by J. Rousseau, and Spencerian utilitarianism, into his socio-political and ethical thoughts, while retaining the framework of Confucian humanism, is one of the principal aims of this study. This study is divided into three parts, each of which consists of three chapters. A narrative account of the Hunanese intellectual tradition and the main trends of thought prevalent in nineteenth-century China, with particular reference to Hunan, will be outlined in chapter I. The starting point of Yang's intellectual-spiritual quest was the achievement of sagehood and self-cultivation, a goal was based on a threefold humanistic concern: man's ultimate potential as an individual, the individual's relationship to society and the realisation of man's ultimate potential. Mind-cultivation and altering natural character were particularly emphasised, and his methodology was characterised by quietness, reverence and the floating mind. During this painstaking process of self-cultivation Yang's metaphysical views of man, mind and human nature were formed, influenced mainly by Zhou Dunyi, Zhang Zai and Wang Fuzhi (see chapter 2). Between 1897 and 1902 Yang reached his intellectual maturity. His reformist thought can be seen as a syncretism of the Confucian humanistic principle of "Perpetual Renewal of Life" and Western liberal democratic ideas, such as "popular sovereignty," "people's rights" and "individual rights." These new democratic ideals, together with nineteenth-century Western evolutionary theory, provided a new authority for Yang to challenge the Chinese monarchical system, and to call for political reform. However, on a practical level, Yang committed himself to an intellectualistic-educational approach mainly influenced by his idea of seeking for radical solution and gradualism (see chapter 3). Yang Changji's life and study abroad are studied in the contexts of the movement of Chinese students abroad at the turn of the twentieth century and of cultural communication between China and Scotland. The experience in Japan was crucial for providing Yang with his first contact with Western philosophy, ethics and education. The intellectual influence of Aberdeen University can be seen in Yang's systematic exposure to the history of Western ethics and modem currents of British and German ethics, such as utilitarian and evolutionary ethics and T.H. Green's concept of self-realisation. In chapter 7 of Part Ill Yang's reappraisal of Confucianism, from the perspectives of Confucianism as religion and his attitude toward traditional culture, are discussed. In chapter 8 Yang's intellectual-education approach to China's modernisation is characterised in six aspects. His social criticism is distinctive for its application of Western humanistic values, particularly the concepts of person and personality in Kantian ethical thought. Furthermore, Yang was probably the first Chinese to introduce and advocate the idea of "sound and wealthy middle class." The influence of Western thought can also be seen in shaping the core of Yang's thought, that is, two distinctive but inseparable ideas; valuing the self and comprehending the present reality, which are the subject of the final chapter. Yang incorporated pivotal ideas and values of Western liberal individualism, particularly Kantian notions of autonomy, respect for the self and person, and subjectivity, etc., into his notion of valuing the self. While freedom was the most fundamental concern in Kantian ethics and humanism, the independence of the self or an individual was at the centre of Yang's idea of valuing the self. However, his metaphysical view of the self and person remains largely a Confucian one. His notion of comprehending the present reality shows his profound concern with reality and an overwhelming emphasis on "strenuous action." The Individual's self-realisation should be applied here and now. Underlying Yang's two ideas was Confucian threefold concern with humanity. The Confucian ideal of the sage-king or junzi still loomed large in both the form and content, of each of Yang's two ideas.

Ng Pui-man. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (leaves 155-165). / Abstracts in English and Chinese ; questionnaire and appendix also in Chinese. / ABSTRACT --- p.i / ACKNOWLEDGEMENT --- p.iv / CONTENTS --- p.vi / LIST OF TABLES --- p.ix / Chapter CHAPTER1 --- Introduction: The Working Environment of Teachers in Hong Kong --- p.1 / Chapter 1.1 --- The Uncertain and Complex Working Environment / Chapter 1.2 --- Working Environment of Hong Kong Teachers / Chapter 1.3 --- Teachers' Daily Work / Chapter 1.4 --- Organizational Structure of School / Chapter 1.5 --- Research Inquiries / Chapter 1.6 --- Structure of the Thesis / Chapter CHAPTER2 --- "Literature Review: Organizational Analysis in Functionalism, Conflict Perspective and Neo-institutional Perspective" --- p.16 / Chapter 2.1 --- Functional Perspective on Organizational Analysis / Chapter 2.1.1 --- Production Function Model / Chapter 2.1.2 --- Coupling Model (Nested Layer Model) / Chapter 2.1.3 --- Contributions of Functional Perspective / Chapter 2.1.4 --- Critiques of Functional Perspective / Chapter 2.2 --- Conflict Perspective on Organizational Analysis / Chapter 2.2.1 --- Bureaucratic Organization / Chapter 2.2.2 --- Conflict of Interests / Chapter 2.2.3 --- Contributions of Conflict Perspective / Chapter 2.2.4 --- Critiques of Conflict Perspective / Chapter 2.3 --- Critiques of Functional and Conflict Perspective / Chapter 2.4 --- Neo-institutional Perspective and Organizational Analysis / Chapter 2.4.1 --- Decoupling Model / Chapter 2.4.2 --- Teaching in Decoupling Structure / Chapter 2.4.3 --- Contributions and Critiques of Neo-institutional Perspective / Chapter CHAPTER3 --- Conceptual Framework and Methodological Design --- p.48 / Chapter 3.1 --- Conceptual Framework / Chapter 3.1.1 --- Incorporation of Ritual Classification / Chapter 3.1.2 --- Theory of Practical Action / Chapter 3.1.3 --- Institutional Construction of Interests / Chapter 3.2 --- Methodological Design / Chapter 3.2.1 --- In-depth Interviews / Chapter 3.2.2 --- Questionnaire Survey / Chapter 3.2.3 --- Content Analysis / Chapter CHAPTER4 --- Incorporation of Institutional Elements into Formal Teaching --- p.65 / Chapter 4.1 --- Time Allocation on Formal Teaching / Chapter 4.2 --- Autonomy on Instructional Activities / Chapter 4.3 --- Incorporation of Ritual Classifications into Formal Teaching / Chapter 4.3.1 --- Student Classifications / Chapter 4.3.2 --- Topic Classifications / Chapter 4.3.3 --- School Classifications / Chapter 4.3.4 --- Teacher Classifications / Chapter 4.4 --- Teaching as Practices / Chapter 4.4.1 --- Homework / Chapter CHAPTER5 --- Obstacles and Constraints in Work --- p.101 / Chapter 5.1 --- Incorporation of Ritual Classifications into Non-instructional Work / Chapter 5.1.1 --- Non-teaching Work / Chapter 5.1.2 --- Principal / Chapter 5.1.3 --- Parents and Local Community / Chapter 5.1.4 --- Educational Policy / Chapter 5.2 --- Coping Strategies as Practices / Chapter 5.2.1 --- Credentials and Professional Development / Chapter 5.3 --- Collective Resistance as Institutionally Constructed Interests / Chapter CHAPTER6 --- Some Concluding Remarks --- p.129 / Chapter 6.1 --- Summary and Discussion / Chapter 6.2 --- Implications / Chapter 6.3 --- Research Limitations / APPENDICES --- p.140 / Appendix I: Semi-structured Interview Questions (in Chinese) / Appendix II: Questionnaire Survey (in Chinese) / Appendix III : Consistency scale of the most effective teaching method and the most frequently used method / Appendix IV: Answers of the Two Open-ended Questions in the Questionnaire Survey / REFERENCES

by Chow Wah. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / by Chow Wah. / Ackowledgments --- p.ii / Abstract --- p.iii / Table of Contents --- p.v / List of Tables --- p.viii / List of Figures --- p.ix / Chapter CHAPTER ONE --- Introduction --- p.1 / Background --- p.1 / Student Teachers in the Certificate in Education Courses --- p.1 / Student Teachers in Teaching Practice --- p.3 / Approach to the Study --- p.3 / Purpose of the Study --- p.5 / Significance of the Study --- p.6 / Theoretical aspects --- p.6 / Practical aspects --- p.7 / Chapter CHAPTER TWO --- Review of Literature --- p.8 / Overview --- p.8 / Goal Orientations --- p.12 / The Goal Theory Perspective --- p.12 / Task Orientation Vs Ego Orientation --- p.13 / Self Concept --- p.14 / "Mutifaceted, Hierachical Nature of Self-concept" --- p.14 / Malleability of Self-concept --- p.15 / Future Tense of Self-concept --- p.16 / Self-regulation --- p.17 / Self-regulation and Self-regulation Strategies --- p.17 / "Task Orientation, Ego Orientation, and Self-Regulatory Strategies" --- p.19 / Possible Selves and Self-Regulation --- p.21 / Research Hypotheses --- p.23 / Chapter CHAPTER THREE --- Methodology --- p.25 / Subjects --- p.25 / Pilot Studies --- p.26 / Pilot Study 1 --- p.26 / Pilot Study 2 --- p.28 / Instruments --- p.29 / The Possible Selves Report Form (PSRF) --- p.29 / Possible Selves Rating Scale (PSRS) --- p.31 / Measurement of Goal Orientations (MOS) --- p.32 / The Self-Regulation Report Form (SRRF) --- p.33 / Procedures --- p.35 / Design and Analysis --- p.36 / Operational Definitions --- p.36 / Null Hypotheses --- p.39 / Chapter CHAPTER FOUR --- Results --- p.51 / Characterisitcs of the Sample --- p.51 / Scales Construction --- p.52 / Factor Analysis of the items in MOS --- p.52 / Factor Analysis of the items in PSRS --- p.53 / "Means, Standard Deviations, and Reliabilities of the Scales" --- p.54 / Self-regulation Strategies Measures --- p.59 / Strategy Use --- p.59 / Strategy Frequency --- p.60 / Strategy Consistence --- p.60 / Averaged Strategy Consistence --- p.60 / Correlations Among Variables --- p.64 / Correlations among measures of Self-regulation Strategies and the Other Variables --- p.64 / Correlations among Goal Orientations and Possible Selves --- p.64 / Hierachical Regression Analysis --- p.70 / Interaction of Possible Selves and Goal Orientations on Self-regulation Strategies --- p.75 / Summary of Findings --- p.79 / Chapter CHAPTER FIVE --- Discussion --- p.81 / Major Findings of the Study --- p.81 / Testing of the Hypotheses --- p.81 / Use of Self-regulation Strategies Among Student Teachers --- p.83 / Factos Affecting Self-regulation in Teaching Practice --- p.86 / Measuring Problems --- p.90 / Limitations of the Study --- p.92 / Implications for Improving Teacher Education Programmes --- p.92 / Attention Should also be Paid to Affective Domain --- p.92 / Cultivating Possible Selves that Have Positive Implications in Teaching --- p.94 / Social Comparison May also be Used as a Strategy to Enhance Self-regulation --- p.94 / Recommendations for Future Research --- p.95 / References --- p.96 / Appendix A --- p.104 / Letter to the Subjects --- p.105 / Appendix B --- p.106 / Personal Information Supplied by the Subjects --- p.107 / Appendix C --- p.108 / Possible Selves Report Form --- p.109 / Appendix D --- p.114 / Possible Selves Rating Scale --- p.115 / Appendix E --- p.117 / Motivational Orientation Scale --- p.118 / Appendix F --- p.120 / Self-regulation Report Form --- p.121 / Appendix G --- p.128 / Use of Self-regulatory Strategies in Teaching Practice --- p.129

Teaching competition is a common and standardized practice in mainland China, but until then it is rather new to teachers in Hong Kong. Teaching competition can have dual roles: being an activity for teacher development and as a kind of standard enforcement of teachers’ performances. The primary purpose of this dissertation was to examine the perceptions of teachers in Hong Kong towards teaching competition as a means for staff development. Both quantitative and qualitative methods were used in this research study. A questionnaire containing both multiple choices and open-ended questions was used to collect data anonymously from secondary school teachers in Hong Kong. This study also attempted to explore other areas relating to teaching competition, including teacher collaboration, teaching performance assessment, teacher identity, and teacher standards. The results of this study showed that in general Hong Kong teachers did not reject the idea of using teaching competition as a platform for sharing and developing teaching skills. However, some teachers considered that teaching competition might, to a certain extent, induce tensions among teachers and jeopardize teacher collaboration. Judging teachers’ performances in teaching competition can be considered as a process of assessment. As such, applying theories of assessment could gain better understanding of the judgment itself, maintain fairness of judgment and clear up the misunderstanding of ostentation in teaching competition and non-determinacy of teaching performance. Moreover, the results of judgments in teaching competitions must be correctly interpreted. Judgments accompanied with feedback instead of simply feedouts could serve better for teacher development purpose. Finally, teaching competition could enforce performance standards to teachers. Findings from this research study revealed that recent education reform in Hong Kong would affect teachers’ views on teaching competition. It was argued that teaching competition might be an appropriate means to help teachers establish and re-establishing their discredited professional identity under the cultural change of marketization. / published_or_final_version / Education / Master / Master of Education

The present study aims to investigate the effect of emotions on teachers’ ability to cope with educational change and what factors help or hinder their ability to change their practice. Using an ethnomethodological approach, how one group of Hong Kong Secondary English teachers were able to make sense of the first School Based Assessment (SBA) initiative, part of the greater Hong Kong educational reform project, and apply it to their daily teaching practice is explored. The group of teachers is comprised of five Form Four teachers including the researcher. Being a participant-member, the researcher was able to have total access to the study environment and close daily contact with the other participants in the study. Interview data was taken at three intervals, one at the end of the first year of the initial implementation, another upon the completion of the first SBA cohort and then again at the end of the first Hong Kong Diploma of Secondary Education (HKDSE) at which point the original form of the SBA had been conducted six times. Findings show that teachers’ emotions play a very important role in their working lives and are often sublimated to be able to cope with the competing and sometimes conflicting demands of school and society. This emotional management is very difficult to maintain and teachers must find creative ways of coping to lessen its effects, in particular, by a form of emotional banking in which teachers tap into good teaching memories to alleviate feelings of being overwhelmed or inadequate in the face of change. Other findings demonstrate that teachers’ ability to change their practice was greatly restricted by systemic factors beyond their control. While the largescale reform effort seeks to transform Hong Kong’s education system to be more ‘flexible, diversified and integrated’ and increase teachers’ professionalism, the reality is that society clings to the belief that only the high-stakes examinations have value. This factor, coupled with an overloaded administrative workload has made real teacher development and growth in professional practice virtually nonexistent. / published_or_final_version / Education / Doctoral / Doctor of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

The vast majority of secondary school English teachers in China are non-native English speakers (NNS). These teachers might not have adequate language proficiency to promote a communicative language environment for students. This has raised an ongoing discussion concerning the growing need to foster NNS teachers' communicative language proficiency, which has been identified as one of the most important qualifications for successful ESL/EFL (English as a Second Language/English as a Foreign Language) teachers (Murdoch, 1994; Kamhi-Stein & Lee, 1999; Nunan, 2003). In this study, 53 secondary NNS teachers from Chinese secondary schools were asked to self-assess their English proficiency as well as to specify the minimum level of proficiency that they felt was needed to teach English effectively at the secondary school level in seven skill domains (listening comprehension, speaking ability, reading comprehension, writing ability, pronunciation, vocabulary and grammar). Paired sample t tests revealed that statistically significant differences were identified in six of the seven skill domains. Teachers perceived substantial gaps between their English proficiency and the minimum level needed to teach effectively. Teachers' perceptions about the relationship between their language proficiency and their teaching expertise were also explored through face-to-face interviews. The findings provide valuable information and have implications for language teachers in EFL contexts as well as for teacher educators.