Dr TAM, Po Chi Pansy    譚寶芝 博士
Assistant Professor
Department of Early Childhood Education
Contact
ORCiD
0000-0002-8252-7599
Phone
(852) 2948 7574
Fax
(852) 2948 7160
Email
ppctam@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Website
https://pappl.eduhk.hk/rich/web/person.xhtml?pid=87172&name=TAM, Po Chi Pansy
Scopus ID
36572597100
ResearcherID
A-2804-2013
Research Interests

Drama education, creative teaching and learning, children literature, literacy education, qualitative inquiry

Teaching Interests

Drama education, emergent literacy, early childhood pedagogies, qualitative study methods

External Appointments

Chairperson (2022- ), Board of Director of the Hong Kong Drama/Theatre and Education Forum (TEFO) 

Co-Editor, The Journal of Drama and Theatre Education in Asia (2014-)

Member, International editorial board, Research in Drama Education: The Journal of Applied Theatre and Performance (SSCI, Routledge/Taylor & Francis, UK) (2009- )

Academic Advisor (Drama Education), Chung Ying Theatre Company (2011- )

Specialist (Education, Teacher Training and Sports Science) , Hong Kong Council for Accreditation of Academic and Vocational Qualifications (HKCAAVQ) (2014-2017)

Personal Profile

Po-Chi is an assistant professor at the Education University of Hong Kong and specializes in drama and early childhood education. She is currently the coordinator of the Doctor of Education Programme (ECE). She has widely published in regional and internationally research journals. The research projects she has recently involved include children’s play culture, integration of drama education into preschool curriculum and children’s aesthetic experiences in drama education. She also serves as the co-editor of The Journal of Drama and Theatre Education in Asia and member in the international editorial board of Research in Drama Education: The Journal of Applied Theatre and Performance.

Research Interests

Drama education, creative teaching and learning, children literature, literacy education, qualitative inquiry

Teaching Interests

Drama education, emergent literacy, early childhood pedagogies, qualitative study methods

External Appointments

Chairperson (2022- ), Board of Director of the Hong Kong Drama/Theatre and Education Forum (TEFO) 

Co-Editor, The Journal of Drama and Theatre Education in Asia (2014-)

Member, International editorial board, Research in Drama Education: The Journal of Applied Theatre and Performance (SSCI, Routledge/Taylor & Francis, UK) (2009- )

Academic Advisor (Drama Education), Chung Ying Theatre Company (2011- )

Specialist (Education, Teacher Training and Sports Science) , Hong Kong Council for Accreditation of Academic and Vocational Qualifications (HKCAAVQ) (2014-2017)

Research Outputs
Scholarly Books, Monographs and Chapters
Research book or monograph (author)
謝錫金、祁永華、譚寶芝、岑紹基、關秀娥 (2003)。 專題研習與評量。香港: 香港大學出版社。
Chapter in an edited book (author)
Tam, Po-chi (2018). Neither a borrower nor a lender be? Better to question how to borrow: An exploration of Asia as Method in teaching drama-in-education in Hong Kong. Kennedy, K. J., & Lee, J. C.-K., Routledge International Handbook of Schools and Schooling in Asia (450-463). London: Taylor & Francis.
Tam P. C. (2016). A Hong Kong version of early Chinese literacy education: A Sinophone perspective. Li, Minyi, Fox, J., & Grieshaber, S. (Eds.), Contemporary Issues and Challenges in Early Childhood Education in the Asia-Pacific Region (82-102). Singapore: Springer.
譚寶芝 (2016)。 戲劇教育：給幼兒體驗、探索與創作繪本的樂趣。張潔盈編， 戲有益──戲劇融入學前教育教案結集 (15-20)。香港: 香港話劇團。
譚寶芝 (2015)。 香港幼兒語文教學的發展狀況、挑戰與方向。謝錫金、李黛娜和陳聲珮編， 幼兒綜合高效識字——中文讀寫的理論及實踐 (3-20)。香港: 香港大學出版社。
譚寶芝 (2009)。 幼兒對扮演遊戲的順從與抵抗。輯於陳仁富編， 第三屆教育與文化論壇：幼兒/文學/戲劇/以戲劇為鷹架的學習論文集 (65-87)。屏東: 國立屏東教育大學幼兒教育學系。
譚寶芝 (2009)。 藉課室言談探討戲劇教學、學生參與和讀寫能力的關係。輯於張曉華編， 教育戲劇與劇場應用國際學術研討會論文集 (133-146)。臺北: 國立臺灣藝術大學。
譚寶芝 (2004)。 教育戲劇中的變易。輯於祁永華、謝錫金、岑紹基編， 變易理論與學習空間 (65-80)。香港: 香港大學出版社。
譚寶芝 (2004)。 教育戲劇如何促進讀者回應──以一次詩歌教學為例。輯於梁長城、黃瑞珍編， 閱讀研究與教學的新路向 (81-101)。香港: 香港閱讀學會。
譚寶芝 (2003)。 網上漢語文語法解難自學教程設計探討。輯於謝錫金、祁永華、岑紹基、林小苹編， 漢語文教學網絡建構研究及課堂應用 (292-302)。廣東: 廣東高等教育出版社。

Journal Publications
Publication in refereed journal
TAM, Po Chi (2023). Becoming Cantonese: Minoritisation of process drama for teaching ethnic minority children Cantonese. Pedagogy, Culture & Society, X, 1-19. https://doi.org/doi/full/10.1080/14681366.2023.2179102
TAM, Po Chi (2021). Blurring the play–drama boundary: A case study investigating the teaching and learning of a drama-integrated curriculum in a Hong Kong kindergarten. Contemporary Issues in Early Childhood, 22(4), 328-341. https://doi.org/10.1177/14639491211060559
TAM, Po Chi (2021). Children’s dialogic aesthetics in the chronotopes of drama, drawing, and telling. SAGE Open, 11(3). https://doi.org/10.1177/21582440211047570
譚寶芝 (2021)。 藝術的變像：戲劇作為2019冠狀病毒病全球大流行當中及其後的教育學。 亞洲戲劇教育學刊，期 10，頁 11-26。
Tam, Po Chi, & Sun, Chunrong (2021). Transforming Struggling Reform Implementers into Effectual Reform Agents: Hong Kong Preschool Teachers’ Voices on Process Drama. Youth Theatre Journal, 35 (1-2), 141-154.
Tam, Po Chi (2020). Response to COVID-19 ‘Now I Send You the Rays of the Sun’: A Drama Project to Rebuild Post-COVID-19 Resilience for Teachers and Children in Hong Kong. Research in Drama Education: The Journal of Applied Theatre and Performance, 25(4), 631-637.
林玫君、譚寶芝 (2018)。 臺灣與香港幼兒戲劇教育全球在地化──視像人種誌對話硏究。 課程與教學季刊，21（3），1-28。
TAM, Po Chi (2017)。 繪本融合習式方法：香港幼兒戲劇教育的實踐模式、狀況與挑戰。 藝術教育研究，34，65-91。 https://doi.org/10.6622/RAE.2017.34.03
Tam, Po Chi (2017). Editorial: Drama participation and children’s rights. The Journal of Drama and Theatre Education in Asia, 7, 1-4.
譚寶芝 (2017)。 香港幼兒戲劇教育的實踐模式、狀況與挑戰。 藝術教育研究，34，65-91。
Tam, Po Chi (2017). Teacher as Fool: A study of the teacher’s power in the carnivalesque practice of drama education. Pedagogy, Culture & Society, DOI:10.1080/14681366.2017.1390, xx-xx.
Tam, Po-chi (2016). Editorial: Exploring Asian drama/theatre education: From transculturation, localization to Asia as Method. The Journal of Drama and Theatre Education in Asia, 6(1), 1-5.
Tam, Po-Chi (2016). Children’s creative understanding of drama education: A Bakhtinian perspective. Thinking Skills and Creativity, 20, 29-39.
鍾婉嫻、譚寶芝 (2015)。 戲劇教育促進親子溝通之多個案研究。 戲劇教育與劇場研究，5，83-114。
譚寶芝 (2014)。 尋繹戲劇教育全球在地化之道：香港幼兒教師培訓個案研究。 藝術教育研究，27(1)，1-26。
Tam, Po-chi (2013). Editorial: Glocalisation of drama education: A glimpse from Hong Kong perspective. The Journal of Drama and Theatre Education in Asia, 4(1), 1-7.
譚寶芝、黃嘉雯 (2013)。 「教」幼兒玩劇場遊戲：與實習教師之協同探究。 亞洲戲劇教育學刊，4(1)，65-82。
Wang, Wan-Jung, Tam Po-Chi, Kim, Byoung-Joo & Kok, Heng-Leun (2013). New imaginings and actions of Drama Education and Applied Theatre in NIE4 in Asia. Research in Drama Education, 18(1), 79-93.
譚寶芝 (2012)。 以繪本“紙袋公主”結合教育戲劇實踐批判閱讀教學之自我研究：陶造與再陶造戲劇慣例的運用。 當代教育研究季刊，20（4），85-120。
Tam, Po Chi (2012). Children's bricolage under the gaze of teachers in sociodramatic play. Childhood: A Journal of Global Child Research, 20(2), 244-259.
黃碧珊、譚寶芝 (2011)。 比較讀故事和說故事對幼兒閱讀表現的影響。 香港幼兒學報，10（1），24-30。
譚寶芝 (2010)。 青少年觀眾的審美回應：以“昆蟲世界”作個案研究。 藝術教育研究，20，67-92。
Tam, Po-chi (2010). Appropriating drama pedagogy: Learning from the local practices in Hong Kong. Pedagogy, Culture & Society, 18(3), 309-329.
Tam, Po-chi (2010). The implications of Carnival theory for interpreting drama pedagogy. Research in Drama Education, 15 (2), 175-192.

Conference Papers
Invited conference paper
譚寶芝 (2014，6). 戲劇教育教師培養中的本土特質與匠人精神。兒童戲劇教育國際大會，南京。
譚寶芝、黃嘉雯 (2012，10). ‘教’幼兒玩遊戲：一次實踐劇場遊戲的反思。十年耕耘：視野與前瞻/2012 年戲劇教育與應用國際學術研討，臺南。
譚寶芝 (2009，5). 幼兒對扮演遊戲的順從與抵抗。受邀論文發表於第三屆教育與文化論壇：幼兒/文學/戲劇/以戲劇為鷹架的學習，屏東。
譚寶芝 (2009，5). 戲劇教育在香港幼兒教育的發展狀況。嘉賓講者於第三屆教育與文化論壇：幼兒/文學/戲劇/以戲劇為鷹架的學習，屏東。
Refereed conference paper
Tam, P. C., Zhang, Y., & Lam, H. C. (2012, November). Enhancing the teaching at performance tasks in kindergartens via learning study in Hong Kong. Paper presented at The World Association of Lesson Studies International Conference 2012, Singapore.
Tam, Po-chi (2012, June). Children's creative resistance in sociodramatic play: A discourse analysis approach. Discourse and Society: Transforming Scholarship - Setting a New Agenda for Research and Teaching in Language Studies, Kuala Lumper.
譚寶芝 (2011，10). 與香港小學生探討性別議題的自我研究：尋繹發揮教育戲劇批判作用的技藝。2011戲劇教育、應用與研究的亞洲觀點國際學術研討會，臺南。
Tam, Po-chi (2010, August). An exploratory study of the practice of drama activities in the Hong Kong kindergartens. The 26th OMEP World Congress, Göteborg, Sweden.
譚寶芝 (2009，12). 獨角獸還是犀牛? 教師對教育戲劇的觀感。世界華人戲劇教育會議2009，香港。
Tam, P.C. (2009, July). Rhetoric and reality: Teaching artists’ experiences and views of the arts partnership in Hong Kong. Paper presented at the 4th International Conference on the Arts in Society, Venice, Italy.
Tam, P. C. (2009, June). The Hong Kong's experience of borrowing drama pedagogy from the west. Paper presented at the 3rd Redesigning Pedagogy International Conference 2009, Singapore.
Tam, P. C. (2008, December). The emergence and the functions of popular text in Chinese language classroom using drama pedagogy. Paper presented at the First International Conference on Popular Culture and Education, Hong Kong.
譚寶芝 (2008，10). 藉課室言談探討戲劇教學、學生參與和讀寫能力的關係。論文發表於教育戲劇與劇場應用國際學術研討會，臺北。
Tam, P. C. (2007, July). Using drama as pedagogy in an year-four chinese lesson - A carnivalesque perspective. Paper presented at the 6th Congress for International Drama/Theatre and Education Association, Hong Kong.
Other conference paper
Tam, P. C. (2013, April). Redesigning language experience approach for enhancing the vocabulary instruction in Hong Kong kindergartens. Paper presented at Early Childhood and Society in Rome and Hong Kong, Rome, Italy.

Creative and Literary Works, Consulting Reports and Case Studies
Consulting or contract research report
譚寶芝 (2015)。 學校、劇團與學院伙伴教學計劃：戲劇融入學前課程。香港
譚寶芝 (2010)。 《昆蟲世界》青少年觀眾的審美體驗個案研究。香港

All Other Outputs
Review of books or of software
譚寶芝 (2010)。 Reviewer of manuscript，課室的人生舞臺──以戲劇教文學。香港: 香港大學出版社。
Other outputs
Tam, P. C. (2012). Global stories and Drama-in-Education. Oslo, Norway: Department of Early Childhood Education, at Oslo and Akershus University College of Applied Sciences.
Po-chi Tam (2012). Reviewer of a journal paper. Research in Drama Education. Abingdon [England]: Routledge/Taylor & Francis.
Tam, P. C. (2012). Reviewer of a journal paper. Journal of Drama and Theatre Education in Asia.
Tam, P. C. (2010). Reviewer of a journal paper. Journal of Drama and Theatre Education in Asia.
Po-chi Tam (2010). Reviewer of a journal paper, Research in Drama Education. Abingdon [England]: Routledge/Taylor & Francis.
Tam, P. C. and Chou, S. Y. (2007). The potential role of drama in visual art learning. Seoul, Korea

Projects
Constructions of Chinese Childhoods in Participatory Children's Theatre in Hong Kong and Macau
..
Project Start Year: 2020, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝

 
Integration of Board Games in Early Childhood Teaching and Learning
The project aims to promote both teacher educators and student teachers’ knowledge of using board game as teaching tool to promote children’s learning of English, mathematics and all-round development.
Project Start Year: 2020, Principal Investigator(s): TAM, Po Chi, Pansy

 
Using Multisensory Drama for Teaching Children with Diverse Needs
This project is funded by FEHD's Teaching Grant of Innovative Teaching (Beyond e-Learning) 2017/18. It aims to explore different multisensory drama strategies that are useful for teaching children with diverse needs.
Project Start Year: 2018, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝, LAI, Yuk Ching Eva 黎玉貞

 
Ploughing Drama Education for Innovating the Preschool Curriculum and Pedagogy in Hong Kong
The study aims to identify good exemplary practices of drama integration into the preschool curriculum in Hong Kong.
Project Start Year: 2017, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝

 
A School-Based Project of Using Drama for Curriculum Enhancement (Education University Early Learning Centre)
This project aims to support the HSBC Early Childhood Learning Centre of the Education University of Hong Kong to apply drama education to enhance its current curriculum of Question-Exploration-Experience. The drama convention approach with integration of picture book will be employed to enrich the teachers’ pedagogical skills and also the children’s creative, playful and imaginative learning experience. Professional drama teaching-artists, university early childhood education researchers and also school teachers will work as a triple partnership to devise appropriate strategies for the curriculum innovation.
Project Start Year: 2017, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝

 
Using Drama Education as an Innovative Pedagogy in Higher Education
This project is funded by FEHD's Teaching Grant of Innovative Teaching (Beyond e-Learning) 2016/17. The overall objective of the project is to explore and build the pedagogic relationships between drama education and approaches to the teaching of language and literacy, special education, parent education and specific social issue. We aim to (i) identify useful drama games and activities to enhance colleagues’ teaching skills; (ii) support students to integrate drama games and activities in their daily teaching; (iii) develop online resources to promote the use of games, role play and dramatic activities to innovate the teaching skills of our colleagues and students.
Project Start Year: 2017, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝

 
全球化下幼兒教師之戲劇課程在地實踐—以臺港兩地為例 (Teachers’ Globalized Action through Drama Education in Kindergarten – Comparing Taiwan and Hong Kong as Examples)
本研究由國立臺南大學藝術學院院長林玫君教授擔任首席研究員，為臺灣科技部一般型研究計畫中之基礎研究。研究主要以全球在地化為理論架構，探討臺灣與香港兩地幼兒教師，如何把英美等地學前教育普遍應用的戲劇教育模式與手法，引進兩地的幼兒教學的課堂中。
Project Start Year: 2015, Principal Investigator(s): Lin Mei Chun (TAM, Po Chi Pansy 譚寶芝 as Co-Investigator)

 
A School, Theatre and Institute Partnership in Integrating Drama into Preschool Curriculum
The main purposes of this research project are to: (i) increase the local awareness of the potentials and significances of drama education to young children; (ii) enhance the company and kindergarten teachers' capacity to integrate drama as pedagogy in the curriculum; and (iii) investigate various approaches to drama integration in early childhood education. These purposes will be promoted and concretized by initiating a two-year partnership between the kindergartens, the theatre company and the university, and four school and classroom-based studies. In two years’ time and under six phases of collaboration, the project targets 8 kindergartens and their teachers’ practice of drama education. Meanwhile, four studies will be conducted to investigate:
1. The various approaches of integrating drama into kindergarten curriculum;
2. The parents’ voices about drama pedagogy;
3. The benefits of drama education to the teacher’s professional development; and
4. The good teaching practices of drama integration.
Project Start Year: 2013, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝

 
How do Hong Kong Kindergarten Teachers Teach with Performance Activities
This is an exploratory study aims at investigating the teaching practice and teacher’s perception of performance activities in the local kindergartens. Performance activity in this study is defined as teaching and learning activity that provides children an opportunity to acquire, practise and demonstrate a particular set of skills and knowledge through accomplishing it. In the local kindergarten, theme-based curriculum is widely applied which is always structured with various performance activities, such as picture drawing, creative movement and storytelling, and so on. Performance activity is different from seatwork as it has strong connection with children’s real-life experience and necessitates teaching and learning with compound and integrated learning objectives. To design and conduct a performance activity always involves setting the goal of teaching and learning, collecting the tangible evidence of children’s learning, and also evaluating children’s learning with use of criteria. However, there is little study about the teaching of performance activity in the local early childhood education. This study would raise preschool teachers’ awareness of how to design and conduct performance activity to meet their curriculum goals. The data gained in this study would also be used for further study of teacher training for the teaching of performance activity.
Project Start Year: 2012, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝

 
Framing and reframing Language Experience Approach: A self-study of enhancing Hong Kong kindergarten teachers’ literacy instruction
This is a self-study aims at exploring and reflecting my consultancy practice in a university-school partnership project for enhancing teaching and learning of the local kindergartens. The study will focus on the use of an adaptive version of Language Experience Approach (LEA) which is framed as a tool for promoting vocabulary and reading teaching in two partner schools. I interpret that in the course of being a teacher consultant, s/he keeps on framing and reframing his or her knowledge and experience based on the active dialogues with teachers, colleagues and the professional literature. This process enables me to develop a more clear understanding of my own consultancy practice, and consequently, know the needs of teachers in professional development of literacy education better. Through investigating the teaching practice of the partner teachers who use the adaptive version of LEA, I also deconstruct and reconstruct LEA for enriching the repertoire of literacy pedagogy of the local early childhood education.
Project Start Year: 2011, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝

 
An ethnographic study of the children’s communication in social dramatic play
This study aims to investigate how and what kind of communication emerge amongst children in the social dramatic play in kindergarten. Drawing on the sociological theories about language socialisation and children culture, the social dramatic play in kindergarten is understood as being structured and applied as a way of language socialisation. However, the children in play may or may not comply with this. As the literatures reveal, they reproduce and transform the language as well as the knowledge and skills in communication that is instructed by the teachers or acquired from the adults. That results in deviations from the taught way and type of communications. This study will explore the interplay between the teacher power, the children agency and the social dramatic play to give an account of the emergence and formation of the communication of children.
Project Start Year: 2010, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝

 
Organizational -based Quality Improvement Scheme
The Professional Development and Support Unit of Centre for Childhood Research and Innovation has extended its service to organizations that operate childcare centres and kindergartens. In 2010, The Po Leung Kuk Education Unit has invited our centre to run a two-year project for its 22 kindergartens.  Six consultants from Department of Early Childhood Education has been providing on-site support and staff development to 22 kindergartens since 4/2010 until 3/2012.

The aim of the project is to improve the quality of learning and teaching in Bi-literacy and Tri-lingualism in respect of the study of the following areas:

1.Effective language environment in the classroom.
2.Teachers' skills and techniques in using classroom language.
3.Effective learning and teaching strategy in language activities.
4.School and parents cooperation in enhancing children's use of language.

Besides the on-site support, the consultants will collaborate with the Po Leung Kuk Education Unit in the design of context strategies aiming to catalyze educational reform through the empowerment of the organization.
Project Start Year: 2010, Principal Investigator(s): (TAM, Po Chi Pansy 譚寶芝 as Co-Investigator)

 
《昆蟲世界》劇場教育節目觀眾研究計畫
安排學生到劇場觀賞戲劇早已成為學校推動藝術教育的普遍模式。如同參觀博物館一樣，到劇場看戲是一種在校外進行而又真實的文化活動。學校期望這些活動可以增加學生接觸及認識高尚而優質藝術的機會，藉此發展他們的創意、審美能力和藝術評賞能力。本研究在肯定劇場的教育作用的前提下，以中英劇團製作的翻譯劇《昆蟲世界》作個案，從學生角度探討青少年觀眾對觀賞戲劇這文化活動的觀感，以及具體的觀賞行為與體驗。研究深入訪問了十四名初中學生，發現他們普遍視由學校安排的戲劇觀賞活動為學習活動，也採用如上課一樣的觀賞立場與行為，結果影響其觀賞體驗的過程與回應。不過，這學習的性質並沒有完全主導學生的觀賞體驗，而學生也非被動的觀眾，有趣的是《昆蟲世界》諷刺的體裁與非有機組織等特點促成了學生主動參與劇場，創造意義。從學生回應得知，他們大體採非線性，非單向的觀賞方法。據接受美學或讀者反應批評等理論看，觀眾能把戲劇與現實關聯、比況起來，然後提出個人見解，特別是他們會引用生活上熟悉的來理解戲中不熟悉的，又挪取戲中新奇的去重新審視生活上習以為常的。觀眾這種穿梭於戲裏戲外的對話，同時賦予了《昆蟲世界》以及自身生活新的意義。因此，無論在劇場內外，我們不應把學生視為被教化、灌輸的對象。相反，學校與劇團都應該把他們看成是真正的觀眾，並聆聽他們的聲音、了解他們的文化，即如在選取劇目、製作劇場、籌辦到劇場看戲的活動、安排演後介入工作等方面，都應以觀眾為本作原則，務求給青少年觀眾帶來改變。
Project Start Year: 2009, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝

 
A Pilot Study of the Emergence of Children's Multiliteracies in the Dramatic Play Corner
This is a pilot study using ethnographic approach to investigate the emergence of children's multiliteracies in the dramatic play corner. The field work lasted for four months and situated in two kindergartens. The literacy-enriched settings were explored. The results help us to figure out the relation between the construction of environment and the emergence of multiliteracies.
Project Start Year: 2009, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝

 
Prizes and awards
Bronze Medal
Dramaflow is a toolkit with design strategies to facilitate teachers in developing effective Process Drama (PD) lessons for the preschool curriculum in early childhood education. Since most PD class activities rely highly on picture book storytelling, the idea generation dices prompt teachers’ creative reading capacity and encourage them to break out from the restrictions of the author’s narratives. As a creativity boosting game, the dice serve as guidelines and clues to stimulate re-imagination of a given story context and innovative ways to engage children as co-author to explore and retell a story. The unpredictable combinations of dice will also enable a teacher to think divergently to connect and integrate PD class activities with different curriculum goals and learning domains.
Date of receipt: 28/8/2021, Conferred by: The International Invention Innovation Competition in Canada (iCAN 2021)
 
10 Best Woman Inventor
Dramaflow is a toolkit with design strategies to facilitate teachers in developing effective Process Drama (PD) lessons for the preschool curriculum in early childhood education. Since most PD class activities rely highly on picture book storytelling, the idea generation dices prompt teachers’ creative reading capacity and encourage them to break out from the restrictions of the author’s narratives. As a creativity boosting game, the dice serve as guidelines and clues to stimulate re-imagination of a given story context and innovative ways to engage children as co-author to explore and retell a story. The unpredictable combinations of dice will also enable a teacher to think divergently to connect and integrate PD class activities with different curriculum goals and learning domains.
Date of receipt: 28/8/2021, Conferred by: The 6th International Invention Innovation Competition in Canada (iCAN 2021)
 
President’s Award for Outstanding Performance in Knowledge Transfer (Individual Award)

Date of receipt: 27/5/2021, Conferred by: The Education University of Hong Kong
 
Departmental Innovative Teaching Awards 2017/18

Date of receipt: /6/2018, Conferred by: Department of Early Childhood Education, The Education University of Hong Kong
 
Arts Education Award 2015

Date of receipt: /4/2016, Conferred by: Hong Kong Arts Development Council