This study examined the perceptions of two groups of teachers, namely Secondary 3 and Secondary 6, regarding effective pedagogical practices in relation to curriculum reform. A total of 1,215 teachers from 91 secondary schools participated in the study. Collaborative inquiry, instructional strategy and catering for learner diversity were conceived…

International concerns about the educational equity of ethnic minorities have continued to highlight teachers' abilities to be culturally responsive. How do teachers manage cultural diversity through their pedagogical practices in the absence of relevant teacher training? The answer to this question is essential as it may help move our…

During the turbulent 2018-19 school year, we researched Hong Kong teachers' perceptions regarding the design and implementation of National Education in schools for students aged 12-17. We seek to make a contribution to understandings of aspects of the cultural, political and social dimensions and contexts relevant to teacher education. 41 civic…

Dialogic teaching has been demonstrated to be conducive to the development of such important competencies and skills as creativity, communication skills, and critical thinking skills. However, the literature confirms that teacher-student interactions in the classroom are predominantly monologic rather than dialogic across subjects, grades, and…

This research study contributes to understanding teachers' perceptions and views of using controversial issues and political neutrality in teaching, through an analysis of data gathered through questionnaire responses in a wider project and 41 semi-structured interviews. There are diversified views about the relationship between controversial…

Internationally, there is a clear turn towards inquiry as a core approach to learning secondary school geography. This research critically compares how inquiry learning is expressed and justified in six jurisdictions (Australia, China, England, Hong Kong, Singapore, USA). Through content analysis of national curriculum documents, we found that…

Despite the increasing use of English as a medium of instruction (EMI), teachers who teach at EMI schools encounter significant challenges, such as difficulties in teaching content-subjects in English and students' limited understanding of content presented in English. To examine the extent of these challenges, six early-full and 14 late-partial…

In conventional written corrective feedback (WCF) practice, teachers spend an inordinate amount of time identifying every error in student writing. Research evidence suggests that such a comprehensive WCF approach is both undesirable and ineffective. Recent research has shown that focused WCF, where teachers respond to errors selectively, is a…

Online learning became a necessity in many places during the COVID-19 pandemic. In the case of Hong Kong SAR, the pandemic provided a unique opportunity to establish blended learning as a norm. The authors discuss the insights and challenges related to delivering mathematics lessons online in a secondary school during and after the pandemic. A…

Although much has been written about the relationship between teachers' beliefs and practices, research examining the role of emotions in the realm of teacher cognition remains limited. This article presents a case study investigating one English as a second language (ESL) teacher's beliefs and practices about teaching literary texts, drawing on…

A growing number of studies have explored the ways how teachers contingently respond to students' unexpected responses or a lack of student responses in second language classrooms. From a sociocultural perspective, teacher contingency involves a departure from the lesson plan in local response to the unexpected or unforeseeable actions in the…

This article reports on a qualitative study investigating the teaching experiences of ESL teachers of ethnic minority students from South Asian countries. Eight ESL teachers from two secondary schools in Hong Kong were interviewed. Informed by the concept of neoliberal governmentality, this study explores the shaping effect of neoliberal education…

This article compares and re-examines citizenship education (CE) teaching and learning in Hong Kong (HK) and Guangzhou (GZ), China. It questions two stereotypical perceptions--that China schools indoctrinate students, and that CE lessons in HK are more open than those in mainland China. Data are drawn from some 30 lesson observations, 1,200…

Teachers fostering future-ready graduates need to master updated pedagogical and technological knowledge, so teacher professional development (TPD) is essential. Conventional TPD activities such as seminars and workshops are limited as they require specific time blocks and lack flexibility. The current study investigated TPD through microlearning…

It is essential for second/foreign/additional language teachers to develop their digital competence in digital environments. This article explores language teacher development in digital technology integration in terms of exploration, communication, collaboration, and reflection (ECCR). It presents the results of a study that investigated how…