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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. On the other
hand, 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 book focuses on private tutoring (sometimes also known as
“shadow education”), an important but neglected topic in
applied linguistics and language education research. Private
tutoring has become a popular out-of-school learning activity
worldwide. While its scope and definition are expanding, private
tutoring commonly refers to the “paid service students used to
supplement their learning of academic subjects at school outside
school hours” (Yung, 2019). Around the world, English
language is one of the most popularly enrolled subjects in private
tutoring, including both English as a first language and English as
an additional language (EAL). Despite its popularity and
implications for theories, practices, and policies, research on
English private tutoring is still in its infancy. This book aims to
provide an international perspective on the interface between
applied linguistics and comparative education and open up an agenda
for discussion in theories, practices, and policies in English
language teaching (ELT). It will be of interest to students,
scholars, and policy-makers in these and related areas.
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