Congratulations to Dr Daphnee Lee, Associate Professor in the Department of Education Policy and Leadership, EdUHK, for her latest articles "Relationships between policy, teachers’ values, and professional capital in teacher collaboration in hierarchical Chinese societies" in Journal of Professional Capital and Community, and “Childhood Home Language Effects on Teacher Risk-Taking and Student-Centered Professional Practice in a Bilingual Chinese Context” in The Asia-Pacific Education Researcher.
Relationships between policy, teachers’ values, and professional capital in teacher collaboration in hierarchical Chinese societies
Both Hong Kong and Singapore leverage teacher collaboration to improve student learning, but state reforms differ in how teacher collaborative capabilities are prioritized. This paper provides a nuanced comparison of Hong Kong and Singapore teachers’ values (risk-taking, power distance, and uncertainty avoidance) to develop insights into how the emphasis of different policies cultivate teachers’ capabilities to focus on improving student learning.
Childhood Home Language Effects on Teacher Risk-Taking and Student-Centered Professional Practice in a Bilingual Chinese Context
This paper examines the effects of English Childhood home language (CHL) on teacher risk taking and identity in a Chinese context where Chinese and English bilingualism is prioritized in its national school curriculum. Data were collected from 3388 Chinese Singaporean teachers. We used structural equation modeling to examine the relationships among CHL, risk taking, and teacher identification with student-centered practices. Results indicated that English-CHL professionals have stronger risk-taking tendencies compared with Chinese-CHL professionals, and that risk taking mediates the association between CHL and the likelihood of implementing student-centered practice. The results also indicate that CHL has direct effects on student-centered practice. Theoretical and practical implications are discussed.
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