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Although peer feedback is highly valued in the feedback process, the specific contribution of feedback providers in this process remains unclear. In this qualitative multiple-case study, the primary focus was to explore the contribution of feedback providers and the benefits they obtained through online peer micro-teaching practices. The study encompassed both anonymity and non-anonymity settings through a videoconferencing platform, involving 20 student teachers pursuing a Bachelor of Education (English language). Data collection methods included semi-structured interviews, reflective journals and online classroom observations. The findings revealed that both anonymous and identified groups provided feedback of the same quality and types. Proactive feedback provision fostered the development of an online learning community, facilitated multimodal learning and enhanced peer cohesion. The student teachers who assumed the role of feedback providers in this study experienced cognitive, behavioural and socio-affective gains during their learning process. [ABSTRACT FROM AUTHOR]

The impact of evolving feedback ecology on students' feedback literacy development remains underexplored. This study examined the effects of transitioning from secondary to higher education on students' conceptions and practices of feedback literacy. The research involved 35 first-year associate's degree students from various disciplines at a Hong Kong higher education institution. Through semi-structured interviews and reflective journals, changes and continuities in students' feedback literacy were explored, alongside the critical ecological factors influencing these transformations. Three types of feedback literacy emerged – passive, bidirectional and self-regulated – representing varying degrees of student autonomy and teacher involvement in the feedback process. The study also identified contextual factors (e.g. continuous assessments, teacher–student consultation sessions, alternative communication and group dynamics) and individual factors that influenced students' feedback practices. The implications of these findings for cultivating conducive feedback ecology and enhancing student feedback literacy are discussed. [ABSTRACT FROM AUTHOR]

Substantial research indicates that students' beliefs mediate learning strategies. Nevertheless, students' strategy-related beliefs about feedback and their mediation on strategies to act on feedback are insufficiently addressed. This case study aimed to examine: (1) students' strategy-related beliefs about feedback in L2 writing and (2) how beliefs mediated students' actions when a feedback intervention was implemented to facilitate students' use of feedback strategies. Data were collected from semi-structured interviews and reflective journals from 10 Year-1 participants who studied in an associate degree programme at a higher education institute in Hong Kong. Students' strategy-related beliefs about feedback encompass the evaluation of strategies about: (1) understanding feedback, (2) addressing areas for improvement, (3) seeking feedback, and (4) implementing feedback. Nine participants adopted a more comprehensive range of strategies to act on feedback consistent with their strategy-related beliefs. One participant, however, did not appreciate and use feedback. Pedagogical implications are discussed. [ABSTRACT FROM AUTHOR]

This two-year longitudinal study explores whether a professional learning community (PLC) helps shift language teachers' beliefs about implementing play-based learning. Ten practitioners from a preschool participated in this case study. Data were collected through interviews and observations of participants' practices engaged in the PLC. The emerged PLC characteristics found transform teachers' beliefs that are (1) shared goals, (2) learning activities and (3) collegiality. All participants had different conceptual changes about implementing play-based learning towards a child-centred approach. The emerged change categories are the prime concern in lesson planning, learning objectives, types of lesson plans, instructional pedagogies, learning activities and teaching materials. Implications for teacher development are discussed. [ABSTRACT FROM AUTHOR]

Students' perception and learning practices about online timed take-home examinations and the factors affecting students' learning practices in the presence of Covid-19 have largely been unexplored. Nine students of arts, business and science sub-degree programmes participated in this study. Semi-structured interviews and reflective journals were used to collect data. Findings indicate students' perceptions cover types and level of difficulty of examination questions, the use of online platforms, time spans, benefits and challenges of take-home examinations. The learning practices encompassed in-class online learning, after-class learning commitments and the responses during take-home examinations. The help of instructors, the participants' personal characteristics, the assessment design and online platforms are factors that affected the participants' learning practices. Pedagogical implications and future studies of take-home examinations are discussed. [ABSTRACT FROM AUTHOR]

The discourse around combining local, national and international languages constitutes an important issue in the global education agenda (Kirkpatrick and Chau 2008). Ideas about how trilingual education ought to be designed and implemented vary across stakeholders. This study explores (1) the beliefs which early childhood education (ECE – ECE refers to teaching of young children up to the age of six) principals, teachers and parents exhibit about trilingual preschool education in Hong Kong; (2) the challenges in the trilingual preschool implementation processes, and (3) the mechanisms employed by ECE principals for coping with these challenges. Semi-structured interviews and observations were conducted to collect data from four preschools, and these were supplemented with documentary analysis. Findings indicate that the inconsistent beliefs among stakeholders about the aims of trilingual education and language choice, curriculum design, and instruction (pedagogy and activities) in trilingual preschools are the major challenge administrators-principals encountered impacting the implementation process. Teachers who lack professional knowledge and skills in the provision of trilingual education are also problematic. Moreover, the recruitment of native-speaking teachers of the target language is difficult due to perceived heavy workloads and poor pay. Findings also make evident important implications for policymakers, principals and professional development. [ABSTRACT FROM AUTHOR]

This study aims to explore undergraduates' perceptions of and responses to exemplar-based dialogic feedback. Forty-eight undergraduate teacher education students of Chinese language, science and social science participated. Semi-structured interviews, classroom observations and reflective journals were used to collect data. Students reported both benefits and challenges of exemplar-based discussion, which depends largely on the quality of the dialogic feedback. Three patterns of response were identified in the discussion: no response, moderate response and active response. Three factors influenced their responses: personal qualities, the availability of a supportive environment and teacher scaffolding. Reconceptualisation of feedback and pedagogical implications are discussed. [ABSTRACT FROM AUTHOR]

There has been little discussion about distributed leadership through the lens of beliefs. Principals and head teachers of two case-study kindergartens in Hong Kong were invited to be participants to examine how leaders think and act. Semi-structured interviews and shadowing were employed to collect data. The findings suggest that leaders' beliefs can be categorized into five dimensions: "understandings"; "what," "how," and "why" leadership is distributed; and "to whom leadership is distributed." It is suggested that the beliefs of leaders make a difference in leadership style, practices, and the assignment of duties to their followers. [ABSTRACT FROM AUTHOR]

This qualitative study aimed to explore Hong Kong pre-service teachers’ beliefs about the potential benefits of a short-term study abroad programme and their practices. Pre- and post-programme semi-structured interviews and reflective journals were employed to collect data. The findings suggest that the transformation of beliefs into practices plays a critical role in the actualization of possible learning outcomes, such as increasing the use of the target language, fostering pedagogical development, broadening cultural understanding and nurturing personal growth. The programme per se, however, does not guarantee target language enhancement in a short time. Implications for programme coordinators and future research are discussed. [ABSTRACT FROM AUTHOR]

Factors leading to successful professional learning communities (PLCs) have been widely discussed in the West, but little is known about how/whether teachers’ beliefs contribute to PLCs in the Chinese context. This qualitative case study aimed to investigate teachers’ beliefs about teacher learning in PLCs and their influence on collegial learning activities in two departments of a Hong Kong secondary school. Semi-structured interviews and observations were employed to collect data. The findings indicate that teachers in the Chinese Department believed that learning could be achieved in PLCs and their practices of collegial activities were conducive to teacher learning. Conversely, teachers in the English Department did not believe that interacting with colleagues would foster learning and their collegial activities yielded limited accomplishment in teacher growth. It is suggested that teachers’ beliefs play an important role in facilitating or impeding reform initiatives on teacher development. Implications for teacher education and further studies are discussed. [ABSTRACT FROM PUBLISHER]

This longitudinal study aimed to examine the role of a professional learning community (PLC) in changing teachers’ beliefs and practices. Teachers of a Chinese department in a Hong Kong secondary school were interviewed and observed. The findings indicate that the features of a PLC-facilitating teacher change are development of a coherent structure, a collaborative culture, and effective learning activities. These help teachers to overcome initial difficulties and induce their motivation for transformation. Teacher change in five dimensions (curriculum, teaching, learning, roles of teachers, and learning to teach) and three patterns (change in practice but not in belief, change in belief but not in practice, change in practice and belief) were detected. It is argued that cultivating an effective PLC is significant to teacher development. [ABSTRACT FROM PUBLISHER]

Studies suggest that pre-service teachers' existing beliefs often serve as a lens to interpret the subject matter to be taught, guide their thoughts in lesson planning and shape their behaviour in classroom practices during their teaching practicum. This study examines how these beliefs affect pre-service teachers' conceptualization of Putonghua-medium-of-instruction (PMI) and their teaching. The findings indicate that the conceptualization of pre-service teachers about PMI ranged from code switching to curriculum integration. Their focus of lesson planning and teaching practice varied from transmission of Putonghua knowledge and detailed explanation of text information to integration of Chinese Language and Putonghua. [ABSTRACT FROM PUBLISHER]

Immediately after the handover of Hong Kong to China, the teaching of Chinese in Putonghua was promulgated by the Hong Kong SAR government as a long-term goal. However, no clear definition and guidance regarding Putonghua instruction has been provided to teachers to facilitate the smooth implementation of this change. A review of the literature indicates that teachers’ beliefs have great value in assisting them to make sense of changes and govern their thoughts and behaviours. However, little is known about how teachers’ beliefs help teachers to understand the transition to a new medium-of-instruction (MOI). Thus, the aim of this case study is to examine how teachers’ beliefs help teachers to conceptualize the Putonghua medium-of-instruction (PMI) and how these beliefs affect their curricular decisions as well as the implementation of PMI. Data were collected from 10 secondary Chinese Language teachers in one school using semi-structured interviews and classroom observations. The findings revealed that since teachers held misconceptions about PMI in the initial phase, the implementation of PMI led to a shift of focus away from Chinese content knowledge. In the second phase, PMI was perceived merely as a code-switching device, and, as a result, only a surface change occurred that appeared unlikely to facilitate effective teaching and deep learning. This paper concludes with the observation that code switching alone is insufficient to achieve a successful transition of MOI if the deeper issue of teachers’ beliefs is neglected. [ABSTRACT FROM AUTHOR]

Little relevant research examining the leadership patterns of heads of department (HoD) coping with curriculum changes is found within the Chinese context. This article presents an exploratory case study which delineates the leadership qualities exhibited by a HoD as he overcomes the difficulties typically confronted in the process of school-based curriculum development (SBCD) in a Hong Kong secondary school. The findings showed that the challenges faced by the HoD included: (1) teachers' low receptivity of SBCD; (2) teachers' limited time and expertise in SBCD; and (3) a need for more effective collaboration in the department. The essential leadership patterns detected were: (1) personal charisma; (2) shared vision building; (3) empowerment of teachers; (4) changing beliefs and enhancing the capacity of teachers; and (5) fostering collegiality among teachers. This study suggests that unless the HoD is committed to making an innovation a priority, the potential of teachers to contribute to any curriculum change may not be realised. [ABSTRACT FROM AUTHOR]