May M H Cheng
Biographic Data
| ID | 6328217 |
|---|---|
| NAME | May M H Cheng |
| GIVEN NAMES | May M H |
| FAMILY NAME | Cheng |
| SIGNATURE | CHENG M M H |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0002-4429-3074 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 34 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
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,…
Implementing practitioner research as a teacher professional development strategy in an Asia-Pacific context
This paper draws on the experiences of nine secondary school teachers in Hong Kong who conducted practitioner research (PR) in their Liberal Studies classrooms. The purpose of the study is to 1) investigate the impact and effectiveness of PR as a teacher professional development strategy and 2) identify effective support from the university team addressing the challenges relevant to an Asia-Pacific context. The study employed a qualitative design…
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
Identifying Strategies to Support Junior Secondary Students to Engage in Scientific Investigation Tasks
Pre-service teacher education students' epistemological beliefs and their conceptions of teaching
Building a model to define the concept of teacher success in Hong Kong
Junior secondary science teachers’ understanding and practice of alternative assessment in Hong Kong
Pre-service teacher education students' epistemological beliefs and their conceptions of teaching
Practicalising theoretical knowledge in student teachers' professional learning in initial teacher education
Teaching motivations in Hong Kong
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
Building a model to define the concept of teacher success in Hong Kong
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,…
Junior secondary science teachers’ understanding and practice of alternative assessment in Hong Kong
Building a model to define the concept of teacher success in Hong Kong
Identifying Strategies to Support Junior Secondary Students to Engage in Scientific Investigation Tasks
Pre-service teacher education students' epistemological beliefs and their conceptions of teaching
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
Implementing practitioner research as a teacher professional development strategy in an Asia-Pacific context
This paper draws on the experiences of nine secondary school teachers in Hong Kong who conducted practitioner research (PR) in their Liberal Studies classrooms. The purpose of the study is to 1) investigate the impact and effectiveness of PR as a teacher professional development strategy and 2) identify effective support from the university team addressing the challenges relevant to an Asia-Pacific context. The study employed a qualitative design…
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) · Mathematics education (12 works) · Pedagogy (12 works) · Teacher education (9 works) · Professional development (8 works) · Teacher Education and Leadership Studies (8 works) · Sociology (6 works) · Political science (4 works) · Social Psychology (4 works) · Social Psychology (4 works)