The relation of teaching and learning rests on how theories can be linked to practice. Very often, teaching theories emerge and vary in quite a number of ways and they do not readily respond to what students need to know. With this in mind, Shulman and his associates at Stanford University have worked on aContinue reading “Enhancing the Relationship of Teaching and Learning: What is the Knowledge Base of Teaching and How Can It Facilitate Learning?”

This project aimed to develop a framework of procedural knowledge of teaching of school teachers. An in-depth qualitative study on four experienced and expert secondary school teachers who specialized in teaching four different subjects (i.e. Chinese Language, English Language, Mathematics and Liberal Studies) was conducted, through simulated-recall interviews and classroom observation, to identify (1) aContinue reading “Developing a Framework of Procedural Knowledge Development for Classroom Teaching and Proposing its Application to Teacher Education”

Autonomy has now become a key idea in language education policy internationally and in Hong Kong. Although quite a number of studies have been conducted to investigate the development of teacher autonomy by engaging in-service language teachers in action research and reflective practice, there is a dearth of work exploring issues of autonomy in pre-serviceContinue reading “Promoting Autonomy by Employing Pedagogical Strategies in a Language Teacher Education Programme”