摘要

英語教師語言水準一直是用以衡量英語教師專業素質的重要因素。為保證英語教師品質，英語教師學歷文憑證書和職業資格認證中對於教師語言能力也提出了相應的要求或標準。不同國家和地區提出和制定教師語言能力的標準，一方面有利於英語教師培養的標準化和科學化；另一方面也能夠促進培養英語教師的院校或機構改善其課程設置及評估方式。本文從內容和形式兩個角度分析比較主要英語國家（美國、澳大利亞和英國）和非英語國家和地區（中國內地和香港）的英語教師語言能力標準，以期為完善和促進英語教師教育評估提供積極回饋。

關鍵詞：：語言能力測試；標準／要求；英語教師評估

Abstract

Language proficiency is one of the important qualities of English language teachers. Requirements pertaining to language proficiency set out in teacher certification for the profession lay out the benchmark for ensuring the quality of English language teachers. The development of language proficiency requirements of English language teachers by different countries has, on the one hand, facilitated the standardization of such requirements. On the other hand, it has contributed to the curriculum development of English language teacher education as well as the evaluation of these standards/developments. The current paper analyzes and compares the language proficiency requirements of English language teachers in terms of content and mode of assessment in major English speaking countries (the United States, Australia and Britain) and the non-English speaking country/region (Mainland China and Hong Kong). It is hoped that this review will enhance and contribute to the evaluation framework for the language proficiency of English language teachers.

Abstract

School dropout has become a serious problem in many places around the world. However, before students actually dropout from school, they normally exhibit some symptoms of disengagement from the social life and emotional involvement of school. Thus, hidden school disengagement or avoiding school psychologically may be the first stage of school dropout. This article examines the phenomenon of hidden school disengagement among students aged 13–16 in Hong Kong. A total of 5,246 students in Hong Kong participated in a Youth Health Behaviors Survey conducted in 2010. Based on the Index of Hidden Disengagement, 1,101 students were identified as having multiple symptoms of disengagement. Further analysis suggested that students who were identified as hidden disengaged students had a significantly higher ratio of being involved in health-related risk behaviors as well as suffered from psychosomatic symptoms. This paper provides some explanations for these results, and research and practice implications are discussed.

Keywords: school disengagement; dropout; risk behaviors

Abstract

This paper reports the outcomes of a 2-year research project designed to investigate the practice of assessment for learning by Hong Kong teachers. The project was a collaborative one, involving the School Development and Evaluation Team (SDET) of The Chinese University of Hong Kong and teachers from 10 kindergartens and 10 primary schools. In the project, training programmes, workshops and meetings were provided to the participating schools for the purpose of enhancing teachers’ Assessment for Learning (AfL) competency in their daily teaching. A questionnaire was administered twice to all teachers in the project schools at the beginning as well as towards the end of the project to tap any improvement regarding teachers’ habits in utilizing AfL strategies in their classrooms. Results indicate that there is a remarkable improvement regarding teachers’ habits in utilizing AfL strategies during the study. It is recommended that more professional development programmes and school support for teachers should be provided for enhancing teachers’ AfL literacy in their daily teaching.

Keywords: assessment-for-learning; early childhood education; Hong Kong

Abstract

This study investigates the typology of physical education teachers in the context of Hong Kong primary schools. Through looking at the issues affecting their work lives, identities, professionalization experience and career trajectories, the aim of this study was to develop a typology of physical education teachers in the context of Hong Kong primary schools. A qualitative research design was adopted. The researcher used semi-structured interviews, supplemented by documentary sources (diaries) for conducting data collection. Through purposive sampling methods (snowball sampling), eleven Hong Kong Primary School Physical Education Teachers (PSPETs) participated in this study. Data were analyzed through three major types of coding, namely, open coding, axial coding and selective coding. This study revealed that the PSPETs experienced both similarities and differences in their socialization processes, and as a result, their capacity to adapt acts as the core factor when exploring their working lives. These divergent patterns formed a typology for PSPETs that is presented as “engagers”, “adherers” and “dissenters”. It represents three types of PSPETs who have adapted to organizational change and adjusted to new conditions and diversely managed their work lives — all in different ways.

Keywords: typology; physical education teachers; Hong Kong primary schools

摘要

本研究使用「中國大學生文化移入問題量表」和「幽默風格量表」，調查在港內地大學生之文化移入與幽默風格之間的關係。215名在香港一所大學攻讀的內地生參與了本項研究。結果發現，親和型幽默與語言缺乏、社交能力有負相關，而攻擊型幽默和自貶型幽默與文化差異呈現正相關。這表明，親和型幽默可以幫助內地學生適應在港生活、緩解學習和社交壓力。此外，男生較女生更多使用攻擊型幽默和自貶型幽默，女生則較男生更多使用親和型幽默。這些發現與以往的研究基本一致。而男性多使用攻擊型幽默和自貶型幽默，女性多使用親和型幽默是與各自的性別角色認同有關。總之，今次研究的結果支持了理論和現有研究的說法，顯示親和型幽默有利於內地大學生適應在港的學習與生活。

關鍵詞：文化移入；幽默風格；內地大學生；香港

Abstract

This study attempts to examine the relationship between acculturation and humor styles among Mainland students studying in Hong Kong universities. A sample of 215 Mainland Chinese students participated in the study by completing the Humor Styles Questionnaire (HSQ) and the Acculturative Hassles Scale for Chinese Students (AHSCS). Affiliative humor is negatively correlated with language deficiency and social interaction, whereas aggressive humor and self-defeating humor are positively correlated with cultural difference. Male students used significantly more aggressive humor and self-defeating humor than female students while female students used significantly more affiliative humor than male students. Taken together, use of adaptive humor, particularly affiliative humor, can help Mainland students to adjust well to living in Hong Kong.

摘要

知識的建構、態度的培養和行為的養成是環境教育的三大重要範疇（European Commission, 1997; Global Development Research Center, 2008b）。各國學者曾就上列三個範疇之間的關係作研究，惟所得的結果不盡相同。無論如何，香港至今仍缺乏此方面的研究。本文集中討論一項有關香港小學常識科教師，在此三大範疇中的表現的調查，以了解敎師的環境知識、態度和行為意向，並嘗試透過檢視教師在調查中的表現，對環境教育課程提出修訂的建議，以提升小學教師在處理環保課題的教學能力。

關鍵詞：香港；環境教育；教師培訓

Abstract

Knowledge construction, attitude cultivation and behavior development are three important dimensions of environmental education (European Commission, 1997; Global Development Research Center, 2008b). Scholars around the world tried to examine the relations among the three dimensions but their study results were varied. Such kind of research in Hong Kong is, however, deficient. This paper aims to examine the levels of environmental knowledge, attitude and behavioral intentions identified in a survey study of the primary General Studies teachers in Hong Kong. Through such an analysis, it is anticipated that the development of effective teacher education programmes and related courses on environmental education could be informed.