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Drawing on the concept of teacher buoyancy which is teachers' capacity to deal with the everyday challenges that most teachers face in their teaching, this qualitative study investigates the capacity of ten early career teachers to derive sustenance from overcoming minor and frequent challenges in their everyday work. A semi-structured interview was used to investigate early career teachers' adaptive and proactive experiences dealing with frequent challenges at work. Findings indicated that early career teachers utilised problem-focused strategies, cognitive-related strategies, and well-being and emotion-related strategies, and mobilised different personal and contextual resources to sustain themselves in the realities of their professional work and life. This study advocates the enhancement of teacher buoyancy as a capacity among early career teachers to empower them to stay on top of recurrent problems, and suggests potential implications for teacher education programmes and professional development for early career teachers.

This article presents a qualitative study which presents professional competence development in an undergraduate initial teacher education (ITE) programme in Hong Kong. Fifteen student teachers participated in two rounds of interviews, one after the first ITE fieldwork and another after the second ITE fieldwork in a five-year Bachelor of Education Programme. The interviews placed focus on the 'context-specific' aspects of professional competence, namely "Competence in Classroom Teaching" and "Competence to Work in Schools," as well as student teachers' experiences in different aspects of the ITE fieldwork context. The findings provide important insights into re-conceptualising professional competence development with an integrated analysis which explicates the dynamic interaction between the teaching context, the school context and the student teacher's approach to learning. Three distinctive patterns of competence development in terms of student teachers' perceived change in the two 'context-specific' aspects of professional competence were identified. The insights from the integrated analysis also extend Mutton, Burn and Hagger's (2010) study by connecting different patterns of professional competence development with the interaction between student teachers' approaches to learning from experience and factors in the ITE fieldwork context. Enhancing and constraining conditions for professional competence development and implications for ITE stakeholders are discussed.

Early career teachers (ECTs) face great stress arising from the demands of the teaching job which are translated into everyday challenges. This article reports a mixed-methods study which examined teacher buoyancy, focusing on how ECTs harness personal and contextual resources when facing the everyday challenges of teaching. The quantitative data analysis showed six factors which constituted the personal and contextual dimensions of teacher buoyancy. The qualitative findings offered an in-depth understanding of these dimensions. ECTs counted on the emotional, cognitive, and behavioural emphases of personal resources in making immediate to short-term responses to everyday challenges. Striving for professional growth and Taking care of one's well-being were distal personal resources that enhanced ECTs' potential to manage these challenges. Accessibility to contextual resources and ECTs' utilisation of these resources constituted the dual facets of the contextual dimension of teacher buoyancy. Implications for initial teacher education and induction of ECTs are discussed. [ABSTRACT FROM AUTHOR]

This paper draws on the experiences of nine secondary school teachers in Hong Kong who conducted practitioner research (PR) in their Liberal Studies classrooms. The purpose of the study is to 1) investigate the impact and effectiveness of PR as a teacher professional development strategy and 2) identify effective support from the university team addressing the challenges relevant to an Asia-Pacific context. The study employed a qualitative design. Data were drawn from teacher interviews, meetings between the research team and the teachers, school documents and field notes. Findings suggest that while contextual challenges exist, PR is an effective approach for teacher professional development. Teachers perceived the direct impact of PR as observing the improvement of pupil performance and engagement, and a readiness to adopt new teaching strategies. Teachers also reflected on the benefits of professional development as related to the use of evidence to support reflection on pupil learning and teaching, and redefining teachers' roles. The findings provide insight into designing effective support and collaborative strategies for PR. With the support of the findings, a feasible approach to PR as a teacher professional development strategy relevant to an Asia-Pacific context is proposed.

The theory-practice debate has been a perennial issue in initial teacher education (ITE). By reporting a mixed-methods study in an ITE programme characterized by a university-based 'theory-first' approach in Hong Kong, this study offers useful empirical evidence to analyse the theory-practice issue. 346 student teachers of a BEd Programme participated in the quantitative survey, 15 of whom were interviewed. The quantitative findings showed significant positive correlations between three types of perceived professional competence and two aspects of student teachers' engagement with the theory-practice link. The qualitative findings offered an in-depth understanding of the ways in which student teachers connected theoretical knowledge learned in ITE coursework and practical experience in ITE fieldwork in developing their professional competence: (1) theoretical knowledge as a guide for professional decisions and a tool for reflection on practice; (2) practicalizing theoretical knowledge: adapting theoretical knowledge to practice situations. In the process of engagement, theoretical knowledge was transformed and adapted to practice situations when student teachers coped with the challenges of the teaching contexts in their ITE fieldwork. While affirming the value of student teachers' engagement with the theory-practice link, the findings of the study shed light on ITE practices for preparing student teachers for such engagement.

This article reports a comparative study on the reasons for pre-service student teachers becoming teachers in Hong Kong and Macau. The study adopted a mixed methods research design, with 459 and 137 student teachers completing a questionnaire on teaching motivation and 35 and 15 student teachers joining a follow-up interview in Hong Kong and Macau, respectively. The study found that student teachers in both societies share commonality in their altruistic and intrinsic motivations, i.e. a sense of vocation. The difference in student teachers' motivation reflects the contrasting perceptions of teachers' work and the teaching profession in connection with the different educational systemic factors in Macau and Hong Kong. Government-initiated quantitative expansion and quality enhancement in education set the backdrop of an aspiring teaching profession with promising prospects as perceived by the student teachers in Macau. In contrast, the move towards "centralized-decentralization" with a focus on excellence, competition and accountability in education at a time of teacher surplus results in a demanding profession with gloomy prospects as perceived by the Hong Kong student teachers. These differences add to our understanding of how the development trajectories of different education systems and teaching professions influence young people's motivation to become teachers in different societies. The study also provides insights for initial teacher education and offers suggestions for the education communities of the two societies.

Drawing on the concept of teacher buoyancy which is teachers' capacity to deal with the everyday challenges that most teachers face in their teaching, this qualitative study investigates the capacity of ten early career teachers to derive sustenance from overcoming minor and frequent challenges in their everyday work. A semi-structured interview was used to investigate early career teachers' adaptive and proactive experiences dealing with frequent challenges at work. Findings indicated that early career teachers utilised problem-focused strategies, cognitive-related strategies, and well-being and emotion-related strategies, and mobilised different personal and contextual resources to sustain themselves in the realities of their professional work and life. This study advocates the enhancement of teacher buoyancy as a capacity among early career teachers to empower them to stay on top of recurrent problems, and suggests potential implications for teacher education programmes and professional development for early career teachers. [ABSTRACT FROM AUTHOR]

This article reports a mixed methods study on the contribution of various aspects of pre-service student teachers' learning in initial teacher education (ITE) to their professional competence in a Five-year Bachelor of Education Programme in Hong Kong. Special attention is given to how student teachers' non-formal learning in higher education contributes to their professional competence, an under-researched area in teacher education. A total of 282 student teachers participated in the quantitative survey, 18 of whom were interviewed. Although "Undergraduate Learning Experience: Formal Learning and Non-formal Learning" was not the most highly rated factor, multiple regression indicated that it was the only ITE professional learning factor that significantly predicted all dimensions of professional competence. This supports the hypothesis that non-formal learning as a part of learning in higher education makes a significant contribution to student teachers' professional competence. The qualitative findings showed that non-formal learning provided opportunities for service learning, co-curricular activities, and student exchange programmes with different objects of engagement. Student teachers constructed pedagogical content knowledge, general pedagogical knowledge, and knowledge of context through hands-on experiences, professional dialogue with practitioners, and observations of others' practice. Such knowledge contributed to their competence in classroom teaching and to work in schools. Implications for ITE are discussed.

Competence to work in schools is an important dimension of professional competence, although it is often a neglected dimension of teacher development. This article reports a qualitative study that examined student teachers' learning experiences in initial teacher education (ITE) in relation to competence to work in schools. In-depth interviews were conducted with 12 student teachers on an undergraduate ITE programme in Hong Kong. The findings of the study show that competence to work in schools is characterised by student teachers' deep contextualised learning. In addition, it offers a deeper understanding of this competence in the ITE context by identifying its three facets, namely understanding of the micro-political realities of schools, social capital building and social strategies. The study provides insights for ITE and schools to support student teachers' development of their competence to work in schools, including the design of ITE curricula, ITE processes and co-curricular activities in undergraduate studies. Moreover, it suggests the importance of developing schools as growth-fostering and positive micro-political sites for ITE fieldwork and teacher induction.

The relative contributions of higher education and schools, and hence the conceptual and practical aspects of ITE, to student teachers' professional learning have been an issue of concern in teacher education. This article reports a mixed-methods study showing the relationship between student teachers' engagement with the practical and conceptual aspects of a Postgraduate Diploma in Education (PGDE) Programme in Hong Kong and different facets of their perceived professional competence. One hundred and thirty-two student teachers participated in the quantitative survey of whom seven were interviewed. The findings reveal that experiences associated with learning the pragmatic facets of professional practice were more valued by student teachers compared to learning the conceptual aspects of ITE. Yet, in terms of relationship with professional competence, student teachers' engagement with the practical aspects of ITE was related to competence in classroom teaching, whereas their engagement with the conceptual aspects contributed to their mastery of professional knowledge, competence in classroom teaching and competence in interacting with stakeholders. The study illuminates the distinctive contributions of schools and higher education in ITE. While acknowledging the important role of schools in providing a setting for practical work, this study affirms the distinctive contribution of higher education in equipping student teachers with practical and conceptual tools in the preparation of professionally competent teachers.

Understanding student teachers' development of conceptions of teaching and learning is critical for teacher educators. Drawing from the findings of a four-year longitudinal study in Hong Kong, this paper examines the trajectories of the student teachers' changing conceptions of teaching and learning approaches throughout their undergraduate programme. Three types of trajectories: guided touring, experiential detouring and self-guided touring, as the changes in both conceptions of teaching and learning approaches, are presented. The results suggest that three factors: faculty, learners' attitudes towards learning and ability to integrate different learning resources, influenced the development of the student teachers' trajectories. This study adds to the international body of knowledge on the interconnected development of conceptions of teaching and learning approaches. The paper concludes with the implications for teacher education.

Previous research suggests that student-teachers graduate from initial teacher education programmes with varying degrees of motivation to teach. In recent literature, there are student-teachers described to be ambivalent regarding motivation for teaching. More understanding about these cases will inform the design of initial teacher education programmes and the provision of measures to support beginning teachers. Moreover, in-depth research is required such that the meaning of ambivalence regarding motivation for teaching can be better defined. This article reports findings from a 4-year longitudinal study on student-teachers engaged in an initial teacher education programme. Cases showing ambivalence regarding motivation for teaching are identified. The article provides the meaning of ambivalence and analyses the programme experience of student-teachers who are ambivalent regarding teaching. The findings inform us as to whether ambivalence changes at the beginning, the end and/or during the teacher education programme, and the factors affecting the perceptions of ambivalence. The factors are concern about career prospects; lack of confidence in their ability to fulfil the role of a teacher; and influence from the social context. The analysis suggests that ambivalence regarding motivation to teach needs to be addressed beyond the initial teacher education programme level. Implications for ways to build up student-teachers' confidence and enhance their motivation for teaching are discussed.

Education systems around the world need to recruit highly motivated individuals to become teachers and prepare professionally competent teacher education graduates to take up these broadened and deepened roles and responsibilities with a deep and lasting engagement to the profession. This article reports on a mixed-methods study that examines types of teaching motivation in relation to various facets of professional competence and planned engagement in future teaching. One hundred and thirty-two student teachers of a postgraduate diploma in education programme participated in the quantitative survey of whom seven were interviewed. The quantitative data analysis shows the positive association between "intrinsic-altruistic motivation constellation" and selected facets of professional competence, with "intrinsic-multifaceted and stimulating job nature" as the most distinctive type of teaching motivation. To complement the quantitative findings, the qualitative data analysis reveals two professional orientations of the "intrinsic-altruistic motivation constellation", namely (1) student-centred orientation and (2) subject-centred orientation. In addition, three types of professional development aspirations are identified: "classroom engaged careerists", "highly engaged persisters" and "pessimists". The study provides insights into the design of appropriate ITE practices to support professional learning in the light of student teachers' motivations. It also suggests the importance of matching career opportunities and beginning teachers' professional development aspirations and supporting "pessimists" in the face of the stringent job market.

This article presents four student teacher cases using an examination of the nature of shifts in student teachers' motivation for choosing teaching as a career in relation to the development of their sense of self-as-teacher. The analysis relates positive and negative shifts in teaching motivation and sense of self-as-teacher to variation in professional learning experiences in initial teacher education (ITE) that constituted the four student teachers' development of classroom competence and wider professional competence. Rich learning experiences in fieldwork, student teachers' active stance in learning-to-teach, productive interactions with various agents in professional learning, co-curricular activities in higher education, as well as modeling by mentors and teacher educators constituted productive learning experiences that might bring positive shifts in teaching motivation and strengthen sense of self-as-teacher. Implications for maximizing student teachers' professional learning in ITE are discussed.

As teacher educators, preparing student-teachers who are able to address diverse student needs is our main concern. It has been suggested in the literature that teachers who are adaptive to students' needs are those who possess adequate pedagogical content knowledge or pedagogical understanding. However, it is not uncommon for teacher educators to find student-teachers with diverse pedagogical understandings even at the point of graduation from the teacher education programme. This paper aims to explain and analyse the development of pedagogical understanding among student--teachers in an initial teacher education programme. The findings are drawn from a study conducted at the Hong Kong Institute of Education where in-depth interviews were carried out during the four-year programme. The findings from the three selected cases provide an explanation for why some individual student-teachers show continuous development, whereas others remain confused in their pedagogical understanding throughout the teacher education programme. While acknowledging individual differences in pedagogical understanding, we attempt to explain such differences by investigating the relationship between different dimensions of the student-teachers' learning such as the integration of pedagogical understanding with the teaching contexts, integration of feedback from lecturers and supporting teachers, and their focus of concern. The findings reveal that the three cases demonstrate different levels of pedagogical understanding and possess varying "senses of agency". Of the three cases, the first one, Peggy has the strongest sense of agency. Despite influences related to classroom management, diverse learning ability among pupils, and the teaching methods which pupils were accustomed to previously, she actively introduced rhythmic movements into her lessons, developed pupils' ability to learn gradually and achieved an impact on pupils' learning which was also recognized by her supporting teacher. The analysis suggests that the second case, Lilian has a weaker sense of agency as she was severely limited by influences in the teaching context in her first teaching practice and resorted to teacher-centered teaching strategies. She improved later on in the programme and started to plan her own learning, drawing on the feedback she received as well as learning from other taught modules, from feedback from various sources, and from her pupils' responses to her teaching and her own evaluation of her teaching. The third case, Stephanie remained confused throughout the programme and struggled with the implementation of student-centered teaching strategies. The ability to practice one's own convictions and demonstrate an active sense of agency distinguishes the student-teacher who achieves better pedagogical understanding. Drawing on the findings, the paper concludes that it is crucial for teacher educators to identify ways to nurture a sense of agency among student-teachers. Implications for teacher education programmes are discussed, including providing opportunities for student-teachers to be able to articulate and integrate their pedagogical understandings, as well as negotiate how to accomplish their learning and teaching targets despite complex classroom situations.

This paper reports the findings collected from a four year longitudinal study aiming to investigate the professional learning of student-teachers in Bachelor of Education programmes. Four case studies which suggest a typology of ways of practicalising theoretical knowledge with one extreme as the testing out of teaching approaches mainly to find out their practicality in the school context to the other extreme whereby the student-teacher sought to work out a schema or personal theory were identified. Influences from the campus-based and the field-based components of the teacher education programme are drawn. The paper ends with implications for initial teacher education. (Contains 1 table.)

With the constructivist view of learning as a conceptual lens, this paper examines student teachers' professional learning in initial teacher education (ITE). A mixed-method study was conducted with student teachers of a Bachelor of Education Programme in Hong Kong. The quantitative element of the study reveals that student teachers held a constructivist conception of teaching and learning, and this conception was related to their learning experiences in different aspects of the ITE Programme, including the core components of the formal curriculum, informal and hidden curriculum, field experience and non-local experiences. The qualitative findings added further understanding of the dynamics and complexities of student teachers' development of the constructivist conception through learning in ITE coursework and fieldwork as well as their active construction of the professional artistry of teaching. Implications for enhancing student teachers' professional learning in ITE in support of the constructivist conception of teaching and learning are discussed. (Contains 3 tables.)

Although extensive research has been carried out on university-school partnerships, there is a lack of evidence and discussion about how universities or external parties may promote professional development through professional dialogue in schools. Based on a two-year university-school partnership project on enquiry learning, this study aims at empowering teachers to cultivate students' ability in enquiry learning through professional dialogue. The findings show that the university support team created the fundamental basis for professional dialogue by conveying information regarding enquiry learning, introducing new pedagogies, conducting lesson observations and reviewing school-based teaching materials. In addition, the support team sustained the dialogue by promoting collaborative work, including analysing students' assignments and configuring ways to address diverse student needs with the teachers. Through professional dialogue, the teachers in this study were able to familiarise themselves with enquiry learning and gain confidence in adopting new pedagogies to facilitate student learning. (Contains 2 figures.)

The outbreak of the Influenza A (H1N1) virus has led to numerous precautionary school closures in several countries. No research is available on the school teachers' perceptions as a health protective resource in controlling communicable disease outbreaks. The purposes of this study were to examine the risk perception, the perceived understanding of preventive measures and contingency plans, and the needs of school teachers before the imminent outbreak of H1N1. This survey was conducted with 1,169 Hong Kong school teachers before school closures due to the H1N1 outbreak. The results showed that the teachers were well aware of H1N1 but were still worried about the spread of H1N1 infection. The teachers' worries depended on their psychological reaction, the adequacy of the control measures, government support in providing infectious disease knowledge, perceived understanding of preventive measures and contingency plans, students and parents' awareness, and the need for support from health professionals. (Contains 3 tables.)

The gap between the theory and practice of teaching is an issue of concern in teacher education. Although researching this gap is not new, few studies have been conducted in Hong Kong. It is worth investigating the contemporary Asian models of teacher education that can provide reference to the international literature. This paper examines this theory-practice gap by reporting a study that researched the inconsistencies between student teachers' best teaching strategies and their most commonly employed ones. Specifically, we investigated: (1) the considerations that contribute to the inconsistencies in the student teachers' conceptions of teaching; and (2) the enhancing factors of the teacher education programme which help to close the gap between the theory and practice of teaching. Through examining the interview data, the findings revealed three main dimensions of consideration attributing to the inconsistencies in the conceptions of teaching: pre-training experience, teaching context and student needs. These considerations lead to expansive or constraining impacts on the student teachers' selections of teaching strategies. Influences from the teacher education programme that might close this gap are identified. Implications for improving teacher education programmes are also discussed. (Contains 1 table and 1 figure.)

A study using both quantitative and qualitative methods was conducted in the final year of a Bachelor of Education programme to examine the student-teachers' epistemological beliefs and conceptions of teaching. The results show that most of the student-teachers (i) strongly believed that learning effort was more important than innate ability, (ii) strongly believed that knowledge changes, and (iii) were inclined to question the authority of knowledge. Although student-teachers who had sophisticated or mixed epistemological beliefs tended to believe in constructivist or mixed conceptions of teaching as predicted, inconsistent cases were identified. Implications for teacher education programmes are discussed. (Contains 1 figure and 6 tables.)

This article presents a qualitative study which presents professional competence development in an undergraduate initial teacher education (ITE) programme in Hong Kong. Fifteen student teachers participated in two rounds of interviews, one after the first ITE fieldwork and another after the second ITE fieldwork in a five-year Bachelor of Education Programme. The interviews placed focus on the 'context-specific' aspects of professional competence, namely Competence in Classroom Teaching and Competence to Work in Schools, as well as student teachers' experiences in different aspects of the ITE fieldwork context. The findings provide important insights into re-conceptualising professional competence development with an integrated analysis which explicates the dynamic interaction between the teaching context, the school context and the student teacher's approach to learning. Three distinctive patterns of competence development in terms of student teachers' perceived change in the two 'context-specific' aspects of professional competence were identified. The insights from the integrated analysis also extend Mutton, Burn and Hagger's (2010) study by connecting different patterns of professional competence development with the interaction between student teachers' approaches to learning from experience and factors in the ITE fieldwork context. Enhancing and constraining conditions for professional competence development and implications for ITE stakeholders are discussed. [ABSTRACT FROM AUTHOR]

The theory-practice debate has been a perennial issue in initial teacher education (ITE). By reporting a mixed-methods study in an ITE programme characterized by a university-based 'theory-first' approach in Hong Kong, this study offers useful empirical evidence to analyse the theory-practice issue. 346 student teachers of a BEd Programme participated in the quantitative survey, 15 of whom were interviewed. The quantitative findings showed significant positive correlations between three types of perceived professional competence and two aspects of student teachers' engagement with the theory-practice link. The qualitative findings offered an in-depth understanding of the ways in which student teachers connected theoretical knowledge learned in ITE coursework and practical experience in ITE fieldwork in developing their professional competence: (1) theoretical knowledge as a guide for professional decisions and a tool for reflection on practice; (2) practicalizing theoretical knowledge: adapting theoretical knowledge to practice situations. In the process of engagement, theoretical knowledge was transformed and adapted to practice situations when student teachers coped with the challenges of the teaching contexts in their ITE fieldwork. While affirming the value of student teachers' engagement with the theory-practice link, the findings of the study shed light on ITE practices for preparing student teachers for such engagement. [ABSTRACT FROM AUTHOR]