Jocelyn L N Wong
Datos Biográficos
| ID | 6457985 |
|---|---|
| NOMBRE | Jocelyn L N Wong |
| NOMBRES | Jocelyn L N |
| APELLIDO | Wong |
| FIRMA | WONG J L N |
| AFILIACIONES | Chinese University of Hong Kong |
| ORCID | 0000-0002-2408-2616 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 15 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2010 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Teachers’ perceptions of what knowledge they need to foster their multicultural competence
Teachers generally feel themselves ill-prepared to handle diversity issues and their sense of multiculturalism is rather limited. Their knowledge needs in this particular aspect seem not yet to have been identified. To address this issue, the lived experiences and the reflection on their knowledge needs of 33 native Chinese teachers in Hong Kong were collected. Findings show that although three knowledge areas emerged based on different types of …
Performer versus caring professional
Previous research has shown that primary and secondary teachers can experience identity conflicts in the context of performative school culture. However, this is an issue that has not been well explored in early childhood education, where preschool teachers also increasingly face pressures to meet performative demands under neoliberal educational reforms. These trends are evident in various national contexts, with mainland China being no exceptio…
Negotiating Needs in an Accountability Regime
This study examines how novice teachers in a Confucian-heritage context negotiate their personal needs while responding to external accountability demands. The purpose is to understand how these teachers navigate tensions between workplace expectations and their own perceptions of what they require to work sustainably. Interviews were conducted with fourteen early-career teachers, and the data were analyzed thematically with reference to a revise…
Mismatches in university-based teacher educators’ learning
Student teacher learning in school-university partnerships
School-university partnerships provide essential environments in which student teachers (STs) learn to teach. Despite the increasing number of studies conducted within the partnership contexts, the impact of partnership practices on STs’ learning processes or outcomes has not been examined in a systemic way. Drawing on growing empirical evidence, this systematic review synthesized findings from 67 articles published in peer-reviewed journals betw…
‘The Art of Being Governed’
The excessive academic burden that undermines students' well‐being has become a matter of global concern. Drawing on Archer's social realist theory, this qualitative case study identified three forms of teacher agency in navigating academic burden under the ‘Double Reduction’ policy: methodological refinement that rendered the workload more engaging and sustainable; epistemological reconfiguration that transformed burden through recognition and i…
Teacher leaders’ brokerage practice in China
School–university partnerships bring meaningful learning opportunities for teachers, and empowering teachers with leadership roles has become an important approach for teacher learning. This study shows how teacher leaders exercised brokerage practice to support teacher learning in one small-scale school–university partnership in China based on interview data from a university expert, three school management team members, eight master teachers an…
How do teachers perceive their knowledge development through engaging in school-based learning activities? A case study in China
School-based learning communities, which include a variety of learning activities, exemplify a bottom-up approach to knowledge growth for teachers. Drawing on the perspective of organisational knowledge, this paper explores the dynamic processes and effects of knowledge development among teachers in school-based settings. Thirty-one secondary school teachers in Shanghai, China, participated in this qualitative study. The findings showed that for …
Searching for good practice in teaching
Since the mid‐1990s, the concept of professional learning communities has arisen in the education field in the West, aiming to improve teachers’ professional competency by using collaborative approaches. Western studies indicate that these strategies help teachers achieve professional growth. Schools in China have had a long history of enhancing the professional competency of teachers by using collaboration in school‐based contexts. But do profes…
Searching for good practice in teaching
Since the mid‐1990s, the concept of professional learning communities has arisen in the education field in the West, aiming to improve teachers’ professional competency by using collaborative approaches. Western studies indicate that these strategies help teachers achieve professional growth. Schools in China have had a long history of enhancing the professional competency of teachers by using collaboration in school‐based contexts. But do profes…
Searching for good practice in teaching
Since the mid‐1990s, the concept of professional learning communities has arisen in the education field in the West, aiming to improve teachers’ professional competency by using collaborative approaches. Western studies indicate that these strategies help teachers achieve professional growth. Schools in China have had a long history of enhancing the professional competency of teachers by using collaboration in school‐based contexts. But do profes…
How do teachers perceive their knowledge development through engaging in school-based learning activities? A case study in China
School-based learning communities, which include a variety of learning activities, exemplify a bottom-up approach to knowledge growth for teachers. Drawing on the perspective of organisational knowledge, this paper explores the dynamic processes and effects of knowledge development among teachers in school-based settings. Thirty-one secondary school teachers in Shanghai, China, participated in this qualitative study. The findings showed that for …
Teacher leaders’ brokerage practice in China
School–university partnerships bring meaningful learning opportunities for teachers, and empowering teachers with leadership roles has become an important approach for teacher learning. This study shows how teacher leaders exercised brokerage practice to support teacher learning in one small-scale school–university partnership in China based on interview data from a university expert, three school management team members, eight master teachers an…
Student teacher learning in school-university partnerships
School-university partnerships provide essential environments in which student teachers (STs) learn to teach. Despite the increasing number of studies conducted within the partnership contexts, the impact of partnership practices on STs’ learning processes or outcomes has not been examined in a systemic way. Drawing on growing empirical evidence, this systematic review synthesized findings from 67 articles published in peer-reviewed journals betw…
‘The Art of Being Governed’
The excessive academic burden that undermines students' well‐being has become a matter of global concern. Drawing on Archer's social realist theory, this qualitative case study identified three forms of teacher agency in navigating academic burden under the ‘Double Reduction’ policy: methodological refinement that rendered the workload more engaging and sustainable; epistemological reconfiguration that transformed burden through recognition and i…
Teachers’ perceptions of what knowledge they need to foster their multicultural competence
Teachers generally feel themselves ill-prepared to handle diversity issues and their sense of multiculturalism is rather limited. Their knowledge needs in this particular aspect seem not yet to have been identified. To address this issue, the lived experiences and the reflection on their knowledge needs of 33 native Chinese teachers in Hong Kong were collected. Findings show that although three knowledge areas emerged based on different types of …
Performer versus caring professional
Previous research has shown that primary and secondary teachers can experience identity conflicts in the context of performative school culture. However, this is an issue that has not been well explored in early childhood education, where preschool teachers also increasingly face pressures to meet performative demands under neoliberal educational reforms. These trends are evident in various national contexts, with mainland China being no exceptio…
Negotiating Needs in an Accountability Regime
This study examines how novice teachers in a Confucian-heritage context negotiate their personal needs while responding to external accountability demands. The purpose is to understand how these teachers navigate tensions between workplace expectations and their own perceptions of what they require to work sustainably. Interviews were conducted with fourteen early-career teachers, and the data were analyzed thematically with reference to a revise…
Mismatches in university-based teacher educators’ learning
Teacher Education and Leadership Studies (8 obras) · Pedagogy (6 obras) · Psychology (6 obras) · China (5 obras) · Mathematics education (4 obras) · Political science (4 obras) · Sociology (4 obras) · Collaborative Teaching and Inclusion (3 obras) · Innovative Education and Learning Practices (3 obras) · Professional development (3 obras)