Dr CHAN, Ngok Cheng    陳岳青 博士
Senior Lecturer II
Department of Curriculum and Instruction
Contact
ORCiD
0000-0002-2740-0595
Phone
(852) 2948 7559
Fax
(852) 2948 7563
Email
ncchan@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Website
https://pappl.eduhk.hk/rich/web/person.xhtml?pid=213333&name=CHAN, Ngok Cheng
Scopus ID
58150287900
SDGs
4 - Quality Education
Research Interests
  • Teacher professional development
  • Teachers’ intercultural competence
  • Multicultural Education
  • The application of Montessori approach
  • Curriculum studies
    • Personal Profile

    Dr. Chan Ngok Cheng Terri is a Senior Lecturer II in the Department of Curriculum and Instruction at The Education University of Hong Kong. She holds a doctoral degree from the University of Bristol, where her thesis focused on enhancing preservice teachers' ethnocultural empathy, intercultural competence, and culturally responsive classroom management self-efficacy.

    She also holds a Master of Education from the University of Hong Kong, where she conducted a significant action research project developing a Primary 4-6 Initiation Programme for Newly Arrived Non-Chinese Speaking Children. With extensive experience across various educational levels, she taught at Hong Kong Baptist University for nine years before joining The Education University of Hong Kong.

    Her expertise includes curriculum studies, teacher professional development, and practicum supervision. She is actively engaged in providing professional development workshops for school teachers and principals, focusing on curriculum development. Dr. Chan's research interests lie in curriculum studies and the continuous professional growth of teachers, with a particular emphasis on developing intercultural competence.

    Her extensive teaching experience in kindergarten, primary, and secondary schools provides her with a profound understanding of the educational landscape, enabling her to make an impact on the future generation of educators.

    Research Interests
  • Teacher professional development
  • Teachers’ intercultural competence
  • Multicultural Education
  • The application of Montessori approach
  • Curriculum studies
    • Research Outputs
    Scholarly Books, Monographs and Chapters
    Chapter in an edited book (author)
    Gube, J., Kennedy, K. J., & Chan, N. C. (2024). Toward a “caring” curriculum: Promoting cultural equity in pre-service teacher education. In H. Xu, Curriculum innovation in East Asian schools: Contexts, innovations and impacts (231-249). Routledge.
    Leung, K.W. & Chan, N.C. (2023). Exploring gamification as a teaching strategy in changing times. Kevin Wai Ho YUNG, Huixuan XU, Educating teachers online in challenging times: The case of Hong Kong (152-174). Hong Kong: Routledge. https://doi.org/10.4324/9781003288978-12
    Yang, M., Zhan, Y., Chan, N. C., Chan, K. W. P., Yung, K. W. H. & Wan, Z. (2023). Building communities of inquiry for student teachers: A pedagogical perspective. In K. W. H. Yung & H. Xu (Eds.), Educating teachers online in challenging times: The case of Hong Kong (pp. 131-151). London: Routledge.
    Zhan, Y., Sun, D., Chan, N. C., Chan, K. W., Lam, T. S., & Lee, T. H. (2021). Enhancing learning engagement through formative e-assessment in general education foundation course tutorials. LIM, C. P. & GRAHAM, C. R. (, Blended learning for inclusive and quality higher education in Asia (281-299). Singapore: Springer.

    Conference Papers
    Refereed conference paper
    Chan, N. C., Wong, C. Y. (2018, December). The Views of Primary Mathematics Teachers Towards Using Curriculum Adaptation to Cater for Students' Diversity: A case study.. Paper presented at the Hong Kong Educational Research Association International Conference 2018, Hong Kong, China..
    Other conference paper
    Chan, Y. Y., Chan, N. C. (2019, June). A Journey to Professionalism: How My Teaching Philosophies Have Developed through Reflective Practices Using e-Portfolio. Poster presented in the Conference for Research in Early Childhood Education, Hong Kong, China.

    Projects
    Empowering Digital Learners in Higher Education Through Case-Based Creativity and Entrepreneurship with Virtual Reality Artifacts

    Project Start Year: 2024, Principal Investigator(s): WENG, Xiaojing (CHAN, Ngok Cheng as Co-Investigator)

     
    Pre-service Teachers’Perception of Teaching in Multi-cultural Environments

    Project Start Year: 2023, Principal Investigator(s): GUBE, Jan Christian C, (CHAN, Ngok Cheng as Co-Principal Investigator)

     
    Embedding Student Teachers’ Feedback Literacy Development in Online Peer Assessment Activities
    Student feedback literacy has been recently regarded as a crucial condition for deciding the power of feedback over learning and also been highlighted as a core attribute of graduate attribute that supports students’ future career and life-long learning. However, cultivation of student feedback literacy is a challenging task for university teachers. This teaching project aims to develop students’ feedback literacy in two educational courses in BEd and MEd programmes. Online peer assesment is regarded as a potential approach to developing students’ feedback literacy. The rationale is that through giving and receiving feedback and discussing with peers in online environment, students actively jusge, inquire and reflect on their learning, thus practicing their feedback competencies and developing positive feedback dispositions.

    This project will use a platform Peergrade to conduct individual peer assessment in 4R process (i.e., requesting peer feedback; reviewing peer feedback; responding to peer feedback and revising work based on peer feedback) for two rounds which requires students’ asynchronous discussion throughout the process. This quasi-experiment will involve 240 students in three experimental class groups (~120 students) and three control class groups (~120 students). A pre-and-post survey on student feedback literacy, individual interviews and log data will be collected to discern whether online peer assessment exerts impact on the development of student feedback literacy and summarises the lessons of this assessment innovation in course teaching. In best case, online peer assessment and student feedback litearcy support each other. The development of student feedback literacy will enhance the quality of peer feedback provision and transfer feedback practice in our university and beyond.
    Project Start Year: 2023, Principal Investigator(s): ZHAN, Ying (CHAN, Ngok Cheng as Co-Investigator)

     
    Promoting undergraduate students’ collaborative interdisciplinary learning through self-assessment and self-reflection practices
    • Developing and implementing a self-assessment package to facilitate students’ collaborative interdisciplinary learning
    • Evaluating the effects of the self-assessment package on students’ collaborative interdisciplinary learning
    Project Start Year: 2022, Principal Investigator(s): YANG, Min (CHAN, Ngok Cheng as Co-Principal Investigator)

     
    Globally Minded Teacher: Knowing, Caring and Acting
    This project aims to develop an informal learning program and relevant resources for teacher educators to advance pedagogies that prepare pre-service teachers for catering to learning and cultural diversity and guide pre-service teachers to reflect and draw on this knowledge base to create supportive and inclusive learning environments for all learners.
    Project Start Year: 2021, Principal Investigator(s): GUBE, Jan Christian C 高俊傑 (CHAN, Ngok Cheng 陳岳青 as Co-Investigator)

     
    Cultivating Student Teachers' Capability for Collaborative Problem-solving in Curriculum and Assessment Planning through Communities of Inquiry
    (i) Develop an effective teaching-assessment strategy of supporting collaborative problem-solving in student teachers’ curriculum and assessment planning
    (ii) Generate a set of resources of collaborative problem-solving tasks for curriculum and assessment planning at undergraduate and post-graduate levels respectively, which include: (a) Text-based/multimedia materials; (b) Teacher instruction (discussion questions and planning templates) for problem identification and solving through in-group discussion and curriculum/assessment planning tasks, as well as inter-group sharing and peer critique.
    (iii) Implement the collaborative problem-solving strategy by conducting online (Moodle, Google Sites, etc.) and face-to-face learning activities
    (iv) Recommend design principles of collaborative problem-solving strategy in teacher education and other disciplines in higher education
    Project Start Year: 2020, Principal Investigator(s): YANG, Min 楊敏 (CHAN, Ngok Cheng 陳岳青 as Co-Investigator)

     
    TDG-Gamification of Learning and Gamified Assessment in Higher Education
    This project seeks to examine the effect of a gamified learning and assessment design on student learning habits, namely, learning motivation and flow experience (Csíkszentmihályi, 1990; Jackson, Martin & Eklund, 2008).
    Project Start Year: 2020, Principal Investigator(s): LEUNG, Ka Wai 梁嘉慧, CHAN, Ngok Cheng 陳岳青, HO, Pui Kay Katty 何佩琦

     
    Harnessing the Power of Assessment to Support Pre-service Teachers' Learning and Professional Development Through an Innovative Blended Learning Approach (A+BLe)
    Educators in higher education encounter lots of difficulties in maintaining high academic standards and high quality attributes in today's classes with a large number of students with diverse needs. It remains a challenging task for teachers to, on one side, well organize the teaching/learning content so that all students are more likely to actively participate in the learning process, and on the other side, to well assess students’ use of their higher-order/self-directed learning processes (e.g., self-assessment, peer-assessment, use of formative feedback from teachers) to achieve academic success and high quality attributes upon graduation. There is a compelling need to provide a rigorous blended learning approach that can link teaching, both online and offline learning and assessment practices (self-assessment, peer-assessment, and teacher-assessment) in a visible, achievable and sustainable way. The A+BLe approach is expected to also encourage students to not only undertake the learning activities actively, but also tell students and teachers how well the objectives of teaching and learning have been achieved. Based on these concerns, this project aims to provide an innovative and creative blended learning approach (A+BLe) to link teaching, learning, and assessment practices in a visible and systematic way to promote EdUHK students’ multiple learning outcomes that are essential for their professional development.
    Project Start Year: 2020, Principal Investigator(s): YANG, Lan 楊蘭 (CHAN, Ngok Cheng 陳岳青 as Co-Investigator)

     
    Enhancing learning engagement and outcomes through formative e-assessment tasks in the General Education foundation course
    This project aims to enhance freshmen’s learning engagement and outcomes in the General Education (GE) foundation course by incorporating formative e-assessment (FEA) tasks into the tutorial process. A teacher guide on FEA task design and implementation, FEA tasks, cases of using FEA tasks, and a relevant website will be developed and refined during the project. The GE foundation course is an important course aimed at cultivating undergraduates’ generic skills for their future life and work. The effectiveness of the course depends on the level of student engagement and learning outcomes. FEA can enhance undergraduates’ learning engagement and outcomes due to the nature of formative assessment and the relative affordance of technology. This project will adapt Salmon's five stage model to design and implement FEA tasks in tutorials. A quasi-experimental design will be utilized to collect data from at least 10 tutorial groups of the GE foundation course using the methods of survey, interviews and document analysis. The data will be used to evaluate the effects of FEA on learning and provide insights to formulate an FEA framework as a reference for assessment innovation in GE at the tertiary level.
    Project Start Year: 2018, Principal Investigator(s): ZHAN, Ying 詹穎 (CHAN, Ngok Cheng 陳岳青 as Co-Investigator)

     
    Empowering Students' Competence in Meeting the Challenges in Their Field Experience-problem Solving Skills and Resilience
    Leaders of Learning Cluster Grants 2017/18
    Project Start Year: 2017, Principal Investigator(s): CHUNG, Lai Ping Ellie 鍾麗萍 (CHAN, Ngok Cheng 陳岳青 as Team Member)

     
    Prizes and awards
    Caring Teacher Award: Certificate of Merit (Team)

    Date of receipt: 31/5/2022, Conferred by: Faculty of Education and Human Development, The Education University of Hong Kong