Abstract

Education reforms targeted to promote creativity in schools are often confronted with the problem of translating policy into practice. The distinction between creative teaching and teaching for creativity highlights the relative lack of attention to creative teaching, which could lead to teaching for creativity and student creativity. It is suggested that by making explicit the numerous contextual constraints on creative teaching imposed by inflexible curriculum and centralized pedagogy, teachers are more likely to engage their creativity in addressing these issues, and make schools and classrooms more creative places for student creativity.

Keywords: creativity; creative teaching; teaching for creativity; Hong Kong

Abstract

This paper explores the role of secondary literature studies to influence the identity formation of an increasingly globalized citizenry, here in Canada, and other settings worldwide where literature in English is taught. The author attempts to answer the question of how, for example, educators build connections between contemporary multicultural writers with those of the canon in ways that develop critical and multiple perspectives. Engagement with literature needs to avoid reducing cultural identity to essential characteristics and focus instead on helping students to question the meanings of authenticity, authority and their impact on notions of self and community. The author argues that this is possible if literature in the classroom is about creating conflict and empowering students to embrace dissonance as part of their evolving identities and dynamically changing communities (Pouwels, 2005).

Keywords: multicultural; dialogic; transactional

Abstract

The purpose of the study was to investigate 94 preservice teachers' perspectives and experiences on student teaching. Data collection methods included journal reflections, focus group discussions, videotapes of teaching, and observation field notes. Data analysis focused on qualitative research methods (Glaser & Strauss, 1967) such as triangulation. The major findings included (a) elements of teaching such as concepts of pedagogy which were addressed in pre-service teachers' discussions, and reflection narratives; (b) interactions between cooperative teachers and the pre-service teachers for which apprenticeship-of-observation was used; (c) pre-service teachers' creation of curricular activities derived mainly from cooperative teachers' experiences; (d) pre-service teachers' experiences on shock during apprenticeship of observation period; (e) knowledge of pedagogy; and (f) acts of teaching.

Keywords: physical education student teaching; apprenticeship-of-observation; learning domains

Abstract

Capitalizing on the power of narrative-interpretive method in surfacing the essence and the multiple layers of meanings embedded in subjective realities, this qualitative study captured the lived experiences of a select group of outstanding university researchers who are active members of the National Research Council of the Philippines (NRCP). The long years of teaching and active research involvement of the eleven research participants facilitated the conduct of an in-depth narrative interview, which dwelt on their individual and collective research experiences and exposures. Interestingly, the use of cool and warm analyses helped emerged the essence of scholarship in the context of the lived experiences of the research participants. The emerged Motivation-Activity-Product (M-A-P) continuum in this study creates a panorama that would help the readers understand the driving, defining and deepening aspects of scholarship.

Keywords: scholarship; Filipino researchers; M-A-P continuum

摘要

本文旨在探討小學教師在實施課程統整時所遇到的衝擊，並其所經歷的專業發展。研究結果顯示教師在實施的過程中，對課程的取向和學生的需要有較多的關注，但是，教師仍有不少的疑慮和不確定感，尤其是對學科內容的取捨感到疑惑。研究也發現教師的專業發展仍局限於學科課程，顯示課程統整在香港小學實施時，仍要面對學科壁壘的困難。

關鍵詞：課程統整；教師專業發展；小學課程

Abstract

This paper aims to explore what challenges teachers had met and how they developed themselves professionally as they implemented curriculum integration in their own schools. The results of the study illustrate that teachers had become more concerned about the orientations of the school curriculum and their students' needs. However, teachers had worries and uncertainties during the process, especially in the decision of selecting teaching contents. It is also found that teachers' professional development was restricted within the area of subject teaching given the prevalence of subject curriculum in schools. If curriculum integration is to be implemented in the primary school contexts in Hong Kong, the problem of subject barricades should not be neglected.

摘要

本研究是比較香港及上海初中語文教科書的編選情況。理據是以系統論、認知論、學科論、能力結構論及課程論為基礎。研究發現：在單元組織、編選體系和體例上，兩套教科書可以作出科學一些的規劃。在編寫方面，啟思一本的內容應有盡有，是一本百科全書式的教科書，老師一定不能按時完成教學的工作。上師大本就過於簡略，有待補充的地方不少。教科書編選者有必要處理好兩套教科書各元素之間的結構，以達至更佳的教學效能。

關鍵詞：港滬初中語文；教科書；編選體系；編選體例

Abstract

This study compares the compilation of junior secondary Chinese language textbooks in Hong Kong and Shanghai, with reference to system, cognition, disciplines, competence structure and curriculum theories. Findings reveal that, a more scientific planning can be implemented in the two sets of textbooks in the dimensions of unit structure, compilation system and pattern. With regard to writing, the Hong Kong textbooks are all-inclusive and encyclopedia-like, that makes it difficult for teachers to cover all the contents within a tight school schedule. The Shanghai textbooks are rather condensed that supplement is necessary. Textbook compilers should integrate the structural elements of these two sets of junior secondary Chinese language textbooks in order to maximize teaching effectiveness.

摘要

本研究主要探討利用「基本字帶字」識字法對澳門小二學生認記漢字能力及興趣的效應。用「基本字帶字」及「隨課文分散」兩種方法擬定四次前、後測試試卷及三份問卷，對一班小二學生進行實驗教學，一方面指導他們根據形聲字中形旁表義，聲旁標音的構字規律去認記漢字；另方面則沿用「隨課文分散」識字法進行比較。研究結果顯示，學生使用「基本字帶字」識字法有顯著的效應，並能使他們積極主動地學習，由此可見，「基本字帶字」識字法有助學生增進認記漢字的能力及提高學習識字的興趣。

關鍵詞：基本字帶字；集中識字法；實驗研究法

Abstract

This is an exploratory study of “words by words” teaching method on the competence and interest of learning Chinese words for Primary Two students in Macau. Two teaching methods, the “words by words” and “words from passages” methods, are conducted four times including the pre-test, post-test, and the three questionnaires in an experimental research design implemented on one class of Primary Two students. The “words by words” teaching method uses the characteristics of different parts of Chinese words, while “words from passages” method teaches students according to the context of the passages. It is found that the "words by words" teaching method has marked effects both on the competence and interest of students in learning Chinese words.