Sally Wai‐Yan Wan
Biographic Data
| ID | 6155741 |
|---|---|
| NAME | Sally Wai‐Yan Wan |
| GIVEN NAMES | Sally Wai‐Yan |
| FAMILY NAME | Wan |
| SIGNATURE | WAN S W Y |
| AFFILIATIONS | Chinese University of Hong Kong |
| ORCID | 0000-0002-8389-6513 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
A micro-political exploration of the resignation of Hong Kong experienced kindergarten principals amidst preschool education coordinator turnover
The early childhood education system in Hong Kong operates within a corporate governance framework. However, there is a lack of research on the interaction between principalship and corporate governance in kindergartens and childcare centres. This study aims to address this gap by examining how a preschool education coordinator (PEC), working under corporate governance principles in a non-governmental organization (NGO), influenced the resignatio…
Positioning teachers in climate change education
This study examines how prospective teachers in Hong Kong ( N = 13) position themselves within climate change education through ‘Global Dialogue for Climate Change Education’, a cross‐institutional teacher education programme facilitating online global dialogues between Hong Kong and the UK. Emphasising a Global South perspective – characterised by a collective focus on equity, inclusivity and the impact of historical injustices – this study empl…
Educational commons
Exploring Chinese kindergarten teachers’ identities and emotions
Unlocking Emotional Aspects of Kindergarten Teachers’ Professional Identity through Photovoice
The previous literature has strongly emphasized the professional aspects of teacher identity in terms of knowledge and pedagogical matters. However, teachers’ emotions have also been academically discussed in recent decades. The voices of kindergarten teachers are critical for reflecting on professional identities within the community of kindergarten teachers. Regrettably, in Hong Kong, kindergarten teachers have become an oppressed professional …
Challenges and Opportunities of Implementing Differentiated Instruction amid the Covid-19 Pandemic
Differentiated instruction (DI) has been introduced as a viable approach for accommodating the diverse learning needs of students in the same classroom. Despite the significant advantages attributed to this approach, it can still be a challenge for teachers to incorporate DI into practice. This study examined the lived experiences and perceptions of teachers regarding the influence of the COVID-19 pandemic on their differentiation practices. Purp…
Swimming with crocodiles
The introduction of ‘differentiated’ instruction (DI), tailored to meet students’ individual needs, has influenced educational policies throughout the world, including Hong Kong. The impact of Toml
Teachers’ perceptions and practices of differentiated instruction
Integrating phenomenography with discourse analysis to study Hong Kong prospective teachers’ conceptions of curriculum leadership
Curriculum leadership is commonly regarded as an essential element in supporting school development and facilitating curriculum change processes. The study identified the qualitative variation in conceptions of curriculum leadership in the development of curriculum leadership, and described these variations in terms of categories of description. Phenomenography, with the integrated use of discourse analysis, is applied to reveal the variations of…
“Getting ready to teach”
The paper draws upon a collaborative action research project using Photovoice aiming at empowering participants to voice and critically reflect by thinking deeply about their context and difficulties, and using images to foster critical consciousness. Nineteen prospective teachers in a Hong Kong public university participated in this collaborative action research project. Findings highlight the obstacles and concerns that prospective teachers fac…
Knowledge exchange, intergroup relations and ‘sharing space’
We present a distinctive approach to knowledge exchange used in the ‘Shared Space’ project; an inter-disciplinary researcher–teacher partnership using Allport’s contact theory contact theory as a lens to interpret teachers’ self-reported practice in the subject Religion and Worldviews (RWE). By so doing, we created new professional knowledge and understanding of how RWE could be used as a vehicle for promoting community relations. At the project’…
Consolidating pre-service teachers’ metacognition of online dialogue through visual methods
Visual methods are effective in facilitating human learning while metacognition is a critical aspect of the learning process. In this context, the purpose of this study is to explore the metacognition of pre-service teachers in response to their participation in a series of visual reflections after an online dialogue on the topic of inclusive education. A global online platform was used to facilitate dialogue in three discussion sessions of real-…
Consolidating pre-service teachers’ metacognition of online dialogue through visual methods
Visual methods are effective in facilitating human learning while metacognition is a critical aspect of the learning process. In this context, the purpose of this study is to explore the metacognition of pre-service teachers in response to their participation in a series of visual reflections after an online dialogue on the topic of inclusive education. A global online platform was used to facilitate dialogue in three discussion sessions of real-…
“Getting ready to teach”
The paper draws upon a collaborative action research project using Photovoice aiming at empowering participants to voice and critically reflect by thinking deeply about their context and difficulties, and using images to foster critical consciousness. Nineteen prospective teachers in a Hong Kong public university participated in this collaborative action research project. Findings highlight the obstacles and concerns that prospective teachers fac…
Knowledge exchange, intergroup relations and ‘sharing space’
We present a distinctive approach to knowledge exchange used in the ‘Shared Space’ project; an inter-disciplinary researcher–teacher partnership using Allport’s contact theory contact theory as a lens to interpret teachers’ self-reported practice in the subject Religion and Worldviews (RWE). By so doing, we created new professional knowledge and understanding of how RWE could be used as a vehicle for promoting community relations. At the project’…
Teachers’ perceptions and practices of differentiated instruction
Integrating phenomenography with discourse analysis to study Hong Kong prospective teachers’ conceptions of curriculum leadership
Curriculum leadership is commonly regarded as an essential element in supporting school development and facilitating curriculum change processes. The study identified the qualitative variation in conceptions of curriculum leadership in the development of curriculum leadership, and described these variations in terms of categories of description. Phenomenography, with the integrated use of discourse analysis, is applied to reveal the variations of…
Unlocking Emotional Aspects of Kindergarten Teachers’ Professional Identity through Photovoice
The previous literature has strongly emphasized the professional aspects of teacher identity in terms of knowledge and pedagogical matters. However, teachers’ emotions have also been academically discussed in recent decades. The voices of kindergarten teachers are critical for reflecting on professional identities within the community of kindergarten teachers. Regrettably, in Hong Kong, kindergarten teachers have become an oppressed professional …
Challenges and Opportunities of Implementing Differentiated Instruction amid the Covid-19 Pandemic
Differentiated instruction (DI) has been introduced as a viable approach for accommodating the diverse learning needs of students in the same classroom. Despite the significant advantages attributed to this approach, it can still be a challenge for teachers to incorporate DI into practice. This study examined the lived experiences and perceptions of teachers regarding the influence of the COVID-19 pandemic on their differentiation practices. Purp…
Swimming with crocodiles
The introduction of ‘differentiated’ instruction (DI), tailored to meet students’ individual needs, has influenced educational policies throughout the world, including Hong Kong. The impact of Toml
Exploring Chinese kindergarten teachers’ identities and emotions
Educational commons
A micro-political exploration of the resignation of Hong Kong experienced kindergarten principals amidst preschool education coordinator turnover
The early childhood education system in Hong Kong operates within a corporate governance framework. However, there is a lack of research on the interaction between principalship and corporate governance in kindergartens and childcare centres. This study aims to address this gap by examining how a preschool education coordinator (PEC), working under corporate governance principles in a non-governmental organization (NGO), influenced the resignatio…
Positioning teachers in climate change education
This study examines how prospective teachers in Hong Kong ( N = 13) position themselves within climate change education through ‘Global Dialogue for Climate Change Education’, a cross‐institutional teacher education programme facilitating online global dialogues between Hong Kong and the UK. Emphasising a Global South perspective – characterised by a collective focus on equity, inclusivity and the impact of historical injustices – this study empl…
Pedagogy (10 works) · Psychology (9 works) · Sociology (9 works) · Mathematics education (7 works) · Teacher Education and Leadership Studies (7 works) · Political science (4 works) · Teacher education (4 works) · Computer Science (3 works) · Qualitative research (3 works) · Social science (3 works)