This edited collection documents the challenges experienced by teacher educators, in-service teachers and student teachers in Hong Kong triggered by protests, civil unrest and the global outbreak of the COVID-19 pandemic, and identifies innovative practices in curriculum, pedagogy and assessment that have enabled them to overcome the challenges in online teaching. It offers implications for teacher professional development through reflective practices and the enhancement of the scholarship of teaching and learning in the teacher education sector in Hong Kong and beyond.
Teaching and learning in various education sectors in Hong Kong experienced unprecedented challenges starting in late 2019. The suspension of face-to-face teaching resulted in the reliance on e-technology and online teaching and learning. Many teachers and students felt unprepared and thus experienced emotional distress. However, the challenges opened up opportunities for teacher educators to revamp their instructional and assessment practices to cater for students’ learning needs in the online environment. The chapters are split into five sections, covering the situation of teacher education in challenging times, stakeholders’ experiences and challenges in teaching and learning, curriculum and pedagogical innovations, assessment and feedback practices and finally scholarship of teaching and learning.
The book will be of particular interest to those who are committed to professional development through strengthening their reflective practice, online teaching and the scholarship of teaching and learning. It will also be an ideal text for education scholars and postgraduate students in curriculum planning, innovative online pedagogies and assessment practices in teacher education and the broader higher education context.
This edited collection documents the challenges experienced by teacher educators and students in Hong Kong, and identifies innovative online teaching that have enabled them to overcome these challenges. The book will interest researchers in reflective practice, online teaching and the scholarship of learning, teaching and assessment.
1.Educating teachers in challenging times: An introduction
2. A review
of the research on teaching practicum during the lockdown of schools
3. How
do pre-service language teachers engage in online teacher education during
the COVID-19 pandemic? An exploratory study
4. Facing Change in Challenging
Times: The Experiences of Hong Kong Mathematics Teachers During the COVID-19
Pandemic
5. Understanding non-local PhD students agency in the time of
crisis
6. An Experiential Learning Approach to Capacity Building of Higher
Education Teaching Staff for the Enhancement of the Online Learning
Experience
7. Teacher preparation in times of crisis and change: from Values
Education to "You Only Live Once"
8. Building communities of inquiry for
student teachers: A pedagogical perspective
9. Exploring gamification as a
teaching strategy in changing times
10. Empowering student teachers autonomy
through an Innovative Formative Feedback Schedule at the time of a global
pandemic
11. Enhancing communication through formative assessment and
feedback in an online "academic conference"
12. From Scholarship to
Leadership of Teaching and Learning in Higher Education
13. Continuous
challenges and ongoing innovations in teacher education.
Kevin Wai Ho Yung is an Associate Professor at the Department of Curriculum and Instruction, The Education University of Hong Kong. He mainly teaches postgraduate programmes in the areas of learner motivation, language education, curriculum and assessment. He is currently the Chair of the Departmental Research and Higher Degree Committee. His research interests include shadow education, language learning motivation, washback of high-stakes assessment and teaching and learning in higher education.
Huixuan Xu is an Assistant Professor and Associate Head at the Department of Curriculum and Instruction, The Education University of Hong Kong. She works in the field of curriculum studies and service-learning. Her research interests include effective service-learning programme design and development, integrated curriculum, experiential learning, adolescent identity formation and students self-regulated learning. Xu is currently the programme leader of the Master of Arts in Leading Experiential Learning Activities programme.
