Sylvia Y F Tang
Biographic Data
| ID | 6328214 |
|---|---|
| NAME | Sylvia Y F Tang |
| GIVEN NAMES | Sylvia Y F |
| FAMILY NAME | Tang |
| SIGNATURE | TANG S Y F |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0002-9738-8229 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 62 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
Teacher buoyancy
Early career teachers (ECTs) face great stress arising from the demands of the teaching job which are translated into everyday challenges. This article reports a mixed-methods study which examined teacher buoyancy, focusing on how ECTs harness personal and contextual resources when facing the everyday challenges of teaching. The quantitative data analysis showed six factors which constituted the personal and contextual dimensions of teacher buoya…
Validation of the dual component teacher buoyancy scale
How early career teachers overcome everyday work-related challenges
Drawing on the concept of teacher buoyancy which is teachers’ capacity to deal with the everyday challenges that most teachers face in their teaching, this qualitative study investigates the capacity of ten early career teachers to derive sustenance from overcoming minor and frequent challenges in their everyday work. A semi-structured interview was used to investigate early career teachers’ adaptive and proactive experiences dealing with frequen…
Re-conceptualising professional competence development of student teachers in initial teacher education
This article presents a qualitative study which presents professional competence development in an undergraduate initial teacher education (ITE) programme in Hong Kong. Fifteen student teachers participated in two rounds of interviews, one after the first ITE fieldwork and another after the second ITE fieldwork in a five-year Bachelor of Education Programme. The interviews placed focus on the ‘context-specific’ aspects of professional competence,…
Millennial generation preservice teachers’ intrinsic motivation to become a teacher, professional learning and professional competence
Configuring the three-way relationship among student teachers' competence to work in schools, professional learning and teaching motivation in initial teacher education
Teaching motivations in Hong Kong
Practicalising theoretical knowledge in student teachers' professional learning in initial teacher education
Teacher commitment trends
Pre-service teacher education students' epistemological beliefs and their conceptions of teaching
Communicating feedback in teaching practice supervision in a learning-oriented field experience assessment framework
The dynamics of school‐based learning in initial teacher education
Student teachers' learning in the field experience is seen as being at the heart of their professional training in initial teacher education. This paper reports a qualitative case study of preservice student teachers' learning experiences in school placements in Hong Kong. A multi-case study was conducted in a concurrent teacher education programme for secondary school teachers, with the examination of seven student teachers' professional learnin…
Challenge and support
Pre-service teacher education students' epistemological beliefs and their conceptions of teaching
Challenge and support
Teacher commitment trends
Practicalising theoretical knowledge in student teachers' professional learning in initial teacher education
Teaching motivations in Hong Kong
Communicating feedback in teaching practice supervision in a learning-oriented field experience assessment framework
Millennial generation preservice teachers’ intrinsic motivation to become a teacher, professional learning and professional competence
Configuring the three-way relationship among student teachers' competence to work in schools, professional learning and teaching motivation in initial teacher education
The dynamics of school‐based learning in initial teacher education
Student teachers' learning in the field experience is seen as being at the heart of their professional training in initial teacher education. This paper reports a qualitative case study of preservice student teachers' learning experiences in school placements in Hong Kong. A multi-case study was conducted in a concurrent teacher education programme for secondary school teachers, with the examination of seven student teachers' professional learnin…
Re-conceptualising professional competence development of student teachers in initial teacher education
This article presents a qualitative study which presents professional competence development in an undergraduate initial teacher education (ITE) programme in Hong Kong. Fifteen student teachers participated in two rounds of interviews, one after the first ITE fieldwork and another after the second ITE fieldwork in a five-year Bachelor of Education Programme. The interviews placed focus on the ‘context-specific’ aspects of professional competence,…
Challenge and support
The dynamics of school‐based learning in initial teacher education
Student teachers' learning in the field experience is seen as being at the heart of their professional training in initial teacher education. This paper reports a qualitative case study of preservice student teachers' learning experiences in school placements in Hong Kong. A multi-case study was conducted in a concurrent teacher education programme for secondary school teachers, with the examination of seven student teachers' professional learnin…
Communicating feedback in teaching practice supervision in a learning-oriented field experience assessment framework
Pre-service teacher education students' epistemological beliefs and their conceptions of teaching
Teacher commitment trends
Practicalising theoretical knowledge in student teachers' professional learning in initial teacher education
Teaching motivations in Hong Kong
Configuring the three-way relationship among student teachers' competence to work in schools, professional learning and teaching motivation in initial teacher education
Millennial generation preservice teachers’ intrinsic motivation to become a teacher, professional learning and professional competence
Re-conceptualising professional competence development of student teachers in initial teacher education
This article presents a qualitative study which presents professional competence development in an undergraduate initial teacher education (ITE) programme in Hong Kong. Fifteen student teachers participated in two rounds of interviews, one after the first ITE fieldwork and another after the second ITE fieldwork in a five-year Bachelor of Education Programme. The interviews placed focus on the ‘context-specific’ aspects of professional competence,…
How early career teachers overcome everyday work-related challenges
Drawing on the concept of teacher buoyancy which is teachers’ capacity to deal with the everyday challenges that most teachers face in their teaching, this qualitative study investigates the capacity of ten early career teachers to derive sustenance from overcoming minor and frequent challenges in their everyday work. A semi-structured interview was used to investigate early career teachers’ adaptive and proactive experiences dealing with frequen…
Teacher buoyancy
Early career teachers (ECTs) face great stress arising from the demands of the teaching job which are translated into everyday challenges. This article reports a mixed-methods study which examined teacher buoyancy, focusing on how ECTs harness personal and contextual resources when facing the everyday challenges of teaching. The quantitative data analysis showed six factors which constituted the personal and contextual dimensions of teacher buoya…
Validation of the dual component teacher buoyancy scale
Psychology (13 works) · Pedagogy (12 works) · Mathematics education (11 works) · Teacher education (9 works) · Teacher Education and Leadership Studies (9 works) · Professional development (6 works) · Social Psychology (5 works) · Social Psychology (5 works) · Sociology (5 works) · Political science (4 works)