Prof CHENG, May Hung May
鄭美紅 教授
Vice President(Academic)
Office of the Vice President (Academic)
Chair Professor
Department of Curriculum and Instruction
Associate Co-Director
Academy for Applied Policy Studies and Education Futures
Contact
ORCiD
0000-0002-4429-3074
Phone
(852) 2948 7657
Fax
(852) 2948 6772 / (852) 2948 7563
Email
maycheng@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
24480784200
Research Interests
  • Teacher education
  • Science education
External Appointments

Executive Membership of International Professional Organizations

  • President of the East-Asian Association for Science Education (EASE), 2016 to 2018.
  • Executive member of the East Asian Science Education Association, since 2009.
  • Membership and Elections Committee member, National Association for Research in Science Teaching, USA, 2009 to 2012.
  • International Scientific Committee of the Conference, 2009 Conference of European Science Education Reseacrh Association (ESERA) held in Istanbul between August 31 and September 4, 2009 at the Grand Cevahir Hotel & Conference Center.
  • Editorial board member of the International Journal of Quantitative Research in Education since 2012
  • Editorial Board Member of the Asian Journal of Educational Research and Synergy (AJERS) Philippine Society for Educational Research and Evaluation (PSERE) since 2009
  • Editorial Board Member of the Journal of Quality School Education
  • Editorial Board Member of the Asia-Pacific Forum on Science Learning and Teaching

Reviewer for conferences and Journals

  • Cogent Education since 2013
  • Alberta Journal of Education Research since 2012
  • Educational Research and Evaluation since 2011
  • Asia Pacific Education Review since 2012
  • American Education Research Association Annual Meeting, since 2006
  • National Association of Research in Science Teaching Annual conference, since 2003
  • ICET World Assembly 2004, Hong Kong, University of Hong Kong.
  • Teaching and Teacher Education, since 2006
  • Educational Research and Evaluation, 2006
  • Asia-Pacific Journal of Teacher Education and Development, 2003 – present
  • The Journal of Quality School Education, 2003 – present
  • Asia-Pacific Forum on Science Learning and Teaching, 2000 – present

Members of International Professional Organisations

  • American Educational Research Association (USA) since 1997
  • Society of Biology (UK) since 2009 (previously named Institute of Biology since 2001)
  • Association of Science Educators (UK) since 2000
  • New Zealand Association of Science Educators since 1998

Membership of Professional Organizations

  • The Hong Kong Educational Research Association

Consultancy

  • Reviewer in the Comprehensive Review for HKCCU Logos Academy from 21/4/2009 to 28/4/2009
  • Member of interview board for Sir Edward Youde Memorial Fellowships and Scholarships 2008-2009
  • Providing advice on a programme on critical thinking, TV programme Tutor Online, RTHK, 2005

Member of Education Bureau, Curriculum Development, and Hong Kong Education Assessment Authority Committees

  • Curriculum Development Council Committee on Science Education (Sept 2007 to 2009)
  • Curriculum Development Council Committee on Liberal Studies Education (2009)
  • Subject Committee of Sixth Form Biology, The Hong Kong Examination and Assessment Authority, (2002 – 2009, 2011 to present).
  • The Chief Executive’s Award for Teaching Excellence Steering Committee (Jan 2007 to 2009).
  • The Chief Executive’s Award for Teaching Excellence, Dissemination and Networking Working Group (2006 to 2009)
  • Hong Kong Examination and Assessment Authority Working Group on Liberal Studies (Senior Secondary) Assessment (Sept, 2007 – 2008)
  • The Chief Executive’s Award for Teaching Excellence (2005-2006) Assessment Panel on Science Education Key Learning Area.
  • Public Affairs Forum, Government Secretariat, Home Affairs Bureau, Hong Kong, SAR. (2006 – present)
  • Curriculum Development Council – Hong Kong Examination and Assessment Authority Committee on Liberal Studies (Senior Secondary) Working Group (Jan, 2005 – 2007)
  • Hong Kong Examination and Assessment Authority for subject committee of Science and Technology at CE level, (2001 – 2005).
  • Hong Kong Examination Authority for assessment working group, subject committee of Science and Technology at CE level, (2001 – 2005).
  • Reviewer Quality Education Fund projects (2001 to present)
  • Human Biology Curriculum Development Committee (1995-97)
Personal Profile

Professor May Cheng May-hung is currently Vice President (Academic) and Chair Professor of Teacher Education of The Education University of Hong Kong (EdUHK). 

 

Professor Cheng began her teacher education work at the Sir Robert Black College of Education in 1990. As a long-serving member of EdUHK and the former Hong Kong Institute of Education, she has taken up academic leadership positions at different stages, such as Associate Vice President (Academic Affairs), Registrar, Acting Dean of the Faculty of Arts and Sciences, Associate Dean (Programmes), and Programme Director. Between 2010 and the end of 2011, Professor Cheng was a Reader in Professional Education in the Department of Education at the University of Oxford, and a fellow of the Governing Body at Kellogg College. 

 

Professor Cheng graduated from The University of Hong Kong with a BSc (First-class Honours) degree, a Certificate in Education (Distinction) and a Master’s in Education. She obtained a PhD at the University of Waikato, New Zealand. She served as President of the East Asian Association for Science Education (EASE) from 2016 to 2019. Professor Cheng has actively participated in and made contributions to the international teacher education and science education arena. 

 

She has been an International Committee member of the National Association for Research in Science Teaching in the US, and has chartered status as a fellow of the Royal Society of Biology in the UK. She is on the editorial boards of various international journals, such as Cogent Education, Teaching and Teacher Education, Teachers and Teaching, and Asia Pacific Journal of Teacher Education. She has obtained various research and project grants from the General Research Fund, the Quality Education Fund and the Education Bureau. She is also a prolific writer, having edited and written more than 13 books and published over 140 journal articles and book chapters. 

 

Professor Cheng has actively participated in education services in Hong Kong. She was appointed a registered auditor of the Quality Audit Committee under the University Grants Committee (UGC), a specialist and member for institutional review by the Hong Kong Council for Accreditation of Academic and Vocational Qualifications, a member of the Council of the Hong Kong Examinations and Assessment Authority (HKEAA) and to the Curriculum Development Council. She has also served on various subject committees at the HKEAA, the Curriculum Development Committee of the Curriculum Development Institute, and the Education Committee at the Maritime Museum. Professor Cheng is also an elected Academic Board representative on the Council of EdUHK. 

 

In her role as Associate Vice President cum Registrar, Professor Cheng led the Registry in various tasks, including meeting the challenges of the double cohort due to the New Senior Secondary reforms, preparation for the second QAC, and development of the Key Performance Indicators. She has coordinated the secretariat team and completed various exercises and reviews with successful results, including programme validations and revalidations, programme area accreditation, the UGC review exercise for the University title, the second QAC Review, the development of the 10-year strategic plan for the University, preparation for the sub-degree QAC, and the submission for the Triennial Planning Exercises.

 

She has been one of the key drivers in upgrading Registry functions through the development of the Academic Management Information System, developing software systems for student assessment, upgrading the student information management system, and devising the admissions strategy.

Research Interests

  • Teacher education
  • Science education
External Appointments

Executive Membership of International Professional Organizations

  • President of the East-Asian Association for Science Education (EASE), 2016 to 2018.
  • Executive member of the East Asian Science Education Association, since 2009.
  • Membership and Elections Committee member, National Association for Research in Science Teaching, USA, 2009 to 2012.
  • International Scientific Committee of the Conference, 2009 Conference of European Science Education Reseacrh Association (ESERA) held in Istanbul between August 31 and September 4, 2009 at the Grand Cevahir Hotel & Conference Center.
  • Editorial board member of the International Journal of Quantitative Research in Education since 2012
  • Editorial Board Member of the Asian Journal of Educational Research and Synergy (AJERS) Philippine Society for Educational Research and Evaluation (PSERE) since 2009
  • Editorial Board Member of the Journal of Quality School Education
  • Editorial Board Member of the Asia-Pacific Forum on Science Learning and Teaching

Reviewer for conferences and Journals

  • Cogent Education since 2013
  • Alberta Journal of Education Research since 2012
  • Educational Research and Evaluation since 2011
  • Asia Pacific Education Review since 2012
  • American Education Research Association Annual Meeting, since 2006
  • National Association of Research in Science Teaching Annual conference, since 2003
  • ICET World Assembly 2004, Hong Kong, University of Hong Kong.
  • Teaching and Teacher Education, since 2006
  • Educational Research and Evaluation, 2006
  • Asia-Pacific Journal of Teacher Education and Development, 2003 – present
  • The Journal of Quality School Education, 2003 – present
  • Asia-Pacific Forum on Science Learning and Teaching, 2000 – present

Members of International Professional Organisations

  • American Educational Research Association (USA) since 1997
  • Society of Biology (UK) since 2009 (previously named Institute of Biology since 2001)
  • Association of Science Educators (UK) since 2000
  • New Zealand Association of Science Educators since 1998

Membership of Professional Organizations

  • The Hong Kong Educational Research Association

Consultancy

  • Reviewer in the Comprehensive Review for HKCCU Logos Academy from 21/4/2009 to 28/4/2009
  • Member of interview board for Sir Edward Youde Memorial Fellowships and Scholarships 2008-2009
  • Providing advice on a programme on critical thinking, TV programme Tutor Online, RTHK, 2005

Member of Education Bureau, Curriculum Development, and Hong Kong Education Assessment Authority Committees

  • Curriculum Development Council Committee on Science Education (Sept 2007 to 2009)
  • Curriculum Development Council Committee on Liberal Studies Education (2009)
  • Subject Committee of Sixth Form Biology, The Hong Kong Examination and Assessment Authority, (2002 – 2009, 2011 to present).
  • The Chief Executive’s Award for Teaching Excellence Steering Committee (Jan 2007 to 2009).
  • The Chief Executive’s Award for Teaching Excellence, Dissemination and Networking Working Group (2006 to 2009)
  • Hong Kong Examination and Assessment Authority Working Group on Liberal Studies (Senior Secondary) Assessment (Sept, 2007 – 2008)
  • The Chief Executive’s Award for Teaching Excellence (2005-2006) Assessment Panel on Science Education Key Learning Area.
  • Public Affairs Forum, Government Secretariat, Home Affairs Bureau, Hong Kong, SAR. (2006 – present)
  • Curriculum Development Council – Hong Kong Examination and Assessment Authority Committee on Liberal Studies (Senior Secondary) Working Group (Jan, 2005 – 2007)
  • Hong Kong Examination and Assessment Authority for subject committee of Science and Technology at CE level, (2001 – 2005).
  • Hong Kong Examination Authority for assessment working group, subject committee of Science and Technology at CE level, (2001 – 2005).
  • Reviewer Quality Education Fund projects (2001 to present)
  • Human Biology Curriculum Development Committee (1995-97)
Research Outputs
Scholarly Books, Monographs and Chapters
Cheng, M. M. H. (2022). An overview of STEM education in Asia. In M. M. H. Cheng, C. Buntting & A. Jones (Eds.), Concepts and practices of STEM Education in Asia (1-15). Singapore: Springer. https://doi.org/10.1007/978-981-19-2596-2_1
Cheng, M.M.H., & Yeh, F.Y. (2022). Identifying Effective STEM Programmes and Strategies in Asia. In Cheng, M.M.H., Buntting, C., & Jones, A. (Eds.), Concepts and Practices of STEM Education in Asia (19-42). Singapore: Springer. https://doi.org/10.1007/978-981-19-2596-2_2
Cheng, M.M.H., & Yeh, F.Y. (2022). STEM Teacher Professional Development for Primary School Teachers in Hong Kong. In Cheng, M.M.H., Buntting, C., & Jones, A. (Eds.), Concepts and Practices of STEM Education in Asia (271-287). Singapore: Springer. https://doi.org/10.1007/978-981-19-2596-2_15
Cheng, M. M. H., Buntting, C., & Jones, A. (Eds.) (2022). Concepts and Practices of STEM Education in Asia. Singapore: Springer.
Yeh, F. Y. & Cheng, M. M. H. (2021). Learning of student-teachers in initial teacher education programs in Taiwan. In Peters, M. A. (Eds.), Encyclopedia of Teacher Education (1-6). Singapore: Springer Nature. https://doi.org/10.1007/978-981-13-1179-6_453-1
Tang, S. Y. F., & Cheng, M. M. H. (2021). Preparing high quality teacher education graduates in an Era of unprecedented uncertainties: The case of Hong Kong.. In Mayer D. (Ed), Teacher Education Policy and Research (pp. 85-100). Singapore: Springer. https://doi.org/10.1007/978-981-16-3775-9_7
Cheng, M. M. H., Tang, S. Y. F., Wong, A. K. Y., & Lo, E. S. C. (2021). Examining the learning of student-teachers in initial teacher education programmes in Hong Kong. In M. A. Peters (Ed.), Encyclopedia of Teacher Education (1-10). Singapore: Springer.
Cheng, M. M. H (2018). Facilitating student-teacher professional learning in their field experience. In K. J. Kennedy, J. C. K. Lee (Eds.), Routledge International Handbook of Schools and Schooling in Asia (pp. 899-901). London: Taylor & Francis Ltd..
Cheng, M. M. H., Tang, S. Y. F., Wong, A. K. Y. (2018). Challenges for student-teachers during their teaching practicum in an early childhood teacher education context. In K. J. Kennedy, J. C. K. Lee (Eds.), Routledge International Handbook of Schools and Schooling in Asia (pp. 935-944). London: Routledge.
Wong, A. K. Y., Cheng, M. M. H., & Tang, S. Y. F. (2018). Changes in the teaching motivations of student teachers in Hong Kong. In K. J. Kennedy, J. C. K. Lee (Eds.), Routledge International Handbook of Schools and Schooling in Asia (pp. 902-911). London: Routledge.
Cheng, M. H. M. & Wan, Z.H. (2018). Assessment policy in the senior physics curriculum documents of Mainland China and Hong Kong. In Cheng, M. H. M., Jones, A., & Buntting, C. (ed.), Studies in Science Education in the Asia-Pacific Region (167-178). London: Routledge.
Cheng, M. M. H., Jones, A., & Buntting, C. (2017). Learning, teaching, and assessing science in the Asia-Pacific context. In M. M. H. Cheng, A. Jones, & C. Buntting (Eds.), Studies in science education in the Asia-Pacific region (1-11). London: Routledge.
Yeung, Y. Y., & Cheng, M. M. H. (2017). Hong Kong students’ characteristics of science learning in relation to ROSE. In M. M. H. Cheng, A. Jones, & C. Buntting (Eds.),, Studies in science education in the Asia-Pacific region (61-74). London: Routledge.
Cheng, M. H. M., Jones, A., & Buntting, C. (Eds.) (2017). Studies in Science Education in the Asia-Pacific Region. London: Routledge.
Cheng, M.M.H. and Lee, J.C.K. (2016). Different modes of field experience in teacher education programmes.. In J.C.K. and C. Day (Eds.), Quality and Change in Teacher Education – Western and Chinese Perspectives (129-147). The Netherlands: Springer.
Cheng, M. H. M. (2015). Forms of learning in senior secondary science as represented through an integrated curriculum. In D. Corrigan, C. Buntting, J. Dillon, A. Jones, & R., Gunstone (Eds.), The future in learning science: What’s in it for the learner? (pp. 83-99). New York: Springer.
Wong, E. M. Y., & Cheng, M. M. H. (2012). Priorities for health education in Hong Kong in relation to non-communicable diseases. In N. Taylor, M. Littledyke, F. Quinn, & R. Coll (Eds.), Health Education in Context: An International Perspective on the Development of Health Education in Schools and Local Communities. (pp. 211-222). Netherlands: Sense Publishers.
Wong, A. K. Y., & Cheng, M. H. M. (2012). Identifying the development of epistemological beliefs among student-teachers in an undergraduate teacher education programme. In O. S. Tan, Teacher Education Frontiers: International Perspectives on Policy and Practice for Building New Teacher Competencies (pp.257-282). Singapore: Cengage Learning Asia Pte. Ltd.
So, W. W. M., Ching, F. N. Y., Kong, S. C., & Cheng, M. M. H. (2011). Teacher’s selection and use of Internet-based resources and tools to facilitate learning in primary classrooms. In A. Mendez-Vilas (Ed.), Education in a technological world: Communicating current and emerging research and technological efforts (pp. 440-447). Badajoz, Spain: Formatex Research Center.
Cheng, M. H. M. (2011). Epilogue: Towards an integration of research and classroom practice in science education. In M. H. M. Cheng & W. M. W. So (Eds.), Science Education in International Contexts (pp. 169-174). Netherlands: Sense Publishers.
Cheng, M. H. M. (2011). Prologue. In M. H. M. Cheng & W. M. W. So (Eds.), Science Education in International Contexts (pp. ix-xii). Netherlands: Sense Publishers.
Cheng, M. H. M. (2011). Towards the development of an instructional model that enhances junior secondary students’ understanding of the Nature of Science. In M. H. M. Cheng & W. M. W. So (Eds.), Science Education in International Contexts (pp. 63-81). Netherlands: Sense Publishers.
Cheng, M. H. M., & So, W. M. W. (2011). The infusion of strategies for generating high level thinking into the junior secondary science curriculum. In M. H. M. Cheng & W. M. W. So (Eds.), Science education in international contexts (pp. 45-62). The Netherlands: Sense Publishers.
Cheng, M. H. M., & So, W. M. W. (Eds.) (2011). Science education in international contexts. The Netherlands: Sense Publishers.
Cheng, M. H. (2010). Addressing the Challenges of the Assessment Reform in Secondary Science in Hong Kong. In Y.J. Lee (Ed.), Science Education Research in Asia. A book in the series, in Roth, W.M. & Tobin, K. (Eds.), The World of Science Education (pp.239-258). Netherlands: Sense publications.
Cheng, M.H. (2009). Environmental education in context - a Hong Kong scenario. Taylor N., Littledyke M., Eames C. and Coll R. K., Environmental education in cotnext: an international perspective of the development of environmental education (229-242). Netherlands: Sense Publications.
鄭美紅、梁俊基、李柏燊及蔡慶麟 (2008)。 利用評估準則設計科學探究學習。 輯於蘇詠梅、鄭美紅編《華語社會的科學教育研究》 (頁99-115)。香港: 一口田出版有限公司。
Cheng, M. H. M., & Yeung, Y. Y. (2008). The changing role of teachers: Enhancing development in the teaching profession through the learning centre scheme. In C. K. Lee, & L. P. Shiu (Eds.), Development Teachers and Development Schools in Changing Context (pp.379-399). Hong Kong: The Chinese University of Hong Kong.
羅天佑、鄭美紅 (2008)。 序:統整課程——迷思與省思。 輯於羅天佑、鄭美紅編《綜合學習:理論與實踐(中學篇)》 (頁1-12)。新加坡: 文達出版社。
羅天佑、鄭美紅 (2008)。 後記:啟示與未來發展方向。 輯於羅天佑、鄭美紅編《綜合學習:理論與實踐(中學篇)》 (頁249-258)。新加坡: 文達出版社。
鄭美紅 (2008)。 協助學生訂立獨立專題探究的主題:問題為本學習及經驗學習在通識教育課程中的應用。 輯於羅天佑、鄭美紅編《綜合學習:理論與實踐(中學篇)》 (頁211-234)。新加坡: 文達出版社。
鄭美紅、張麗雯及鍾世澤 (2008)。 初中跨學科專題研習之設計與實行。 輯於羅天佑、鄭美紅編《綜合學習:理論與實踐(中學篇)》 (頁183-3210)。新加坡: 文達出版社。
鄭美紅、羅天佑(編) (2008)。 《綜合學習:理論與實踐(中學篇)》。新加坡: Marshall Cavendish Education。
Cheung, M. H. M. (2008). The assessment reform in science in Hong Kong: Policy, teacher beliefs and practice. In R. K. Coll, & N. Taylor (Eds.), Science Education in Context: An International Examination of the Influence of Context on Science Curricula Development and Implementation (pp.333-342). Netheria, Netherlands: Sense Publications.
蘇詠梅、鄭美紅(編) (2007)。 《華語社會的科學教育研究》。香港: 一口田出版有限公司。
鄭美紅、蘇玉儀及蔡慶麟 (2007)。 小學科學探究活動的設計與反思。 輯於蘇詠梅、鄭美紅編《華語社會的科學教育研究》 (頁84-98)。香港: 一口田出版有限公司。
鄭美紅、陳裕能及蔡慶麟 (2007)。 協助初中學生了解科學本質。 輯於蘇詠梅、鄭美紅編《華語社會的科學教育研究》 (頁58-71)。香港: 一口田出版有限公司。
Cheng, M. H., Au, K. O. E., Pang, K. C., & Cheung, L. M. (2007). Defining the meaning of teacher success in Hong Kong. In T. Townsend, & R. Bates (Eds.), Handbook of Teacher Education (pp.415-432). Netherlands: Springer.
鄭美紅 (2006)。 《專題研習的設計與實踐》。香港: 中華科技出版社。
Cheng, M.H., Stoel, C.F., & Anderson, E. (2004). Online Professional Development of Teachers through the Schools Around the World (SAW) Program. In Vrasidas, C., and Glass G.V. (Eds.), Online Professional Development for Teachers (pp.177-198). U.S.A.: Information Age Publishing Inc..
Cheng, M. H. & So, W. M. (2004). Field-based support and the learning of novice professionals: implications from a teaching education programme. In Jones, J., Kwo, O. and Moore, T. (Eds.), Developing Learning Environments (pp. 269-290). Hong Kong: The Hong Kong University Press.

Journal Publications
Tang, S.Y.F., Lo, E.S.C., Yeh, F.Y. & Cheng, M.M.H. (2023). Early career teachers thriving in the everyday challenges of teaching: understanding the relationship between professional competence and teacher buoyancy. Journal of Professional Capital and Community, 8(1), 30-46. https://doi.org/10.1108/JPCC-05-2022-0029
Cheng, M. M. H., Tang, S. Y. F., Wong, A. K. Y., & Yeh, F. Y. (2022). How early career teachers overcome everyday work-related challenges: an analysis from the perspective of teacher buoyancy. Journal of Education for Teaching, (Ahead-of-print), 1-16. https://doi.org/10.1080/02607476.2022.2150962
Tang, S. Y. F., Wong, A. K. Y., Li, D. D. Y., & Cheng, M. M. H. (2022). Teacher buoyancy: Harnessing personal and contextual resources in the face of everyday challenges in early career teachers’ work. European Journal of Teacher Education, XX(X), 1-19. https://doi.org/10.1080/02619768.2022.2097064
Tang, S. Y., Wong, A. K., Li, D. D., & Cheng, M. M. (2020). Millennial generation preservice teachers’ intrinsic motivation to become a teacher, professional learning and professional competence. Teaching and Teacher Education, 96, 103180.
Wong, A. K. Y., Tang, S. Y. F., Li, D. D. Y., & Cheng, M. M. H. (2020). An exploratory study of teacher buoyancy. Journal of Professional Capital and Community, 6(3), 281-297.
Cheng, M. M. H., & Li, D. D. Y. (2020). Implementing practitioner research as a teacher professional development strategy in an Asia-Pacific context.. Journal of Education for Teaching, 46(1), 55-70.
Tang, S. Y. F., Wong, A. K. Y., Li, D. D. Y., & Cheng, M. M. H. (2019). Re-conceptualising professional competence development of student teachers in initial teacher education. Research Papers in Education, DOI: 10.1080/02671522.2019.1633563, xx(x), 1-24.
Tang, S. Y. F., Wong, A. K. Y., Li, D. D. Y., & Cheng, M. M. H. (2019). Examining student teachers’ engagement with theory-practice link in initial teacher education. Journal of Education for Teaching, 45(2), 123-139.
Tang, S.Y.F., Wong, P.M., Wong, A.K.Y., & Cheng, M.M.H. (2018). What Attracts Young People to Become Teachers? A Comparative Study of Pre-Service Student Teachers’ Motivation to Become Teachers in Hong Kong and Macau. Asia Pacific Education Review, 19(3), 433-444.
Wan, Z. H., & Cheng, M. H. M. (2018). Classroom learning environment, critical thinking, and achievement in an interdisciplinary subject: A study of Hong Kong secondary school graduates. Educational Studies, 45(3), 285-304.
Cheng, M.M.H., & Wan, Z.H.* (2017). Exploring the Effects of Classroom Learning Environment on Critical Thinking Skills and Disposition: A Study of Hong Kong 12th Graders in Liberal Studies. Thinking Skills and Creativity, 24, 152-163.
Tang, S.Y.F., Wong, A.K.Y., Li, D.D.Y., & Cheng, M.M.H. (2017). The contribution of non-formal learning in higher education to student teachers’ professional competence. Journal of Education for Teaching, 43(5), 550-565.
Tang, S.Y.F., Wong, A.K.Y. & Cheng, M.M.H. (2016). Configuring the three-way relationship among student teachers’ competence to work in schools, professional learning and teaching motivation in initial teacher education.. Teaching and Teacher Education, 60, 344-354.
Cheng, M. H. H. (2016). Examining teachers’ practical knowledge: Implications for teacher education programmes. Curriculum Perspectives, 36(1), 59-61.
Cheng, A.Y.N., Tang S.Y.F. & Cheng, M.M.H. (2016). Changing conceptions of teaching: a four-year learning journey for student teachers. Teachers and Teaching: theory and practice, 22(2), 177-197.
Tang, S.Y.F., Cheng, M.M.H., & Wong, A.K.Y. (2016). The preparation of pre-service student teachers’ competence to work in schools. Journal of Education for Teaching, 42(2), 149-162.
Tang, S.Y.F., Wong, A.K.Y., & Cheng, M.M.H. (2016). Examining professional learning and the preparation of professionally competent teachers in initial teacher education. Teachers and Teaching, 22(1), 54-69.
Cheng, M.H.M. & Wan, Z.H. (2016). Unpacking the paradox of Chinese science learners: insights from research into Asian Chinese school students’attitudes towards learning science, science learning strategies, and scientific epistemological views. Studies in Science Education, 52(1), 29-62.
Cheng, M. M. H., Tang, S. Y. F., & Cheng, A. Y. N. (2015). Interpreting ambivalence regarding motivation for teaching among student-teachers. The Asia-Pacific Education Researcher, 24(1), 147-156.
Tang, S.Y.F., Wong, A.K.Y., & Cheng, M.M.H. (2015). The preparation of highly motivated and professionally competent teachers in initial teacher education. Journal of Education for Teaching, 41(2), 128-144.
Wong, A.K Y., Tang, S.Y.F., & Cheng, M.M.H. (2014). Teaching motivations in Hong Kong: Who will choose teaching as a fallback career in a stringent job market?. Teaching and Teacher Education, 41, 81-91.
Cheng, M. H. M., Tang, Y. F. S., & Cheng, Y. N. A. (2014). Differences in pedagogical understanding among student-teachers in a four-year initial teacher education programme. Teachers and Teaching: Theory and Practice, 20(2), 152-169.
Tang, S.Y.F., Cheng, M.M.H. & Cheng, A.Y.N. (2014). Shifts in teaching motivation and sense of self-as-teacher in initial teacher education. Educational Review, 66(4), 465-481.
Wong, E. M. Y., & Cheng, M. M. H. (2013). Effects of motivational interviewing to promote weight loss in obese Hong Kong children. Journal of Clinical Nursing, 22(17&18), 2519-2530.
Tang, S.Y.F., Wong, A.K.Y. & Cheng, M.M.H. (2012). Professional learning in initial teacher education: Vision in the constructivist conception of teaching and learning.. Journal of Education for Teaching, 38(4), 435-451.
Cheng, M. H. M., Tang, Y. F. S., & Cheng, Y. N. A. (2012). Practicalising theoretical knowledge in student teachers' professional learning in initial teacher education.. Teaching and Teacher Education, 28(6), 781-790.
SO, W. M. W., CHENG, M. H. M., KONG, S. C., & CHING, N. Y. F. (2012). Views of primary science teachers towards the use of online resources to support the implementation of inquiry learning (doi: 10.1080/03004279.2012.710640). Education 3-13, Retrieved from http://dx.doi.org/10.1080/03004279.2012.710640, online publication, 1-16.
Cheng, M. H. M., & So, W. M. W. (2012). Analysing teacher professional development through professional dialogue: An investigation into a university-school partnership project on enquiry learning. Journal of Education for Teaching, 38(3), 323-341.
Wong, E. M. Y., Sit, W. H. J., Tarrant, M., Cheng, M. M. H. (2012). The Perceptions of Obese School Children in Hong Kong toward their Weight-Loss Experience. Journal of School Nursing, 28(5), 370-378.
Cheng, M. H. M. (2011). Form and structure of Chinese characters and children’s understanding of science. International Journal of Science and Mathematics Education, 9(3), 731-749.
Cheng, M. H. M. & Lee, T. H. T. (2010). Maximizing the benefits of the use of rubrics to promote assessment for learning in inquiry study. Educational Practice and Theory, 32(2), 5-21.
Wong, M. Y. E., Cheng, M. H. M., & Lo, S. K. (2010). Teachers’ risk perception and needs in addressing infectious disease outbreak. Journal of School Nursing, 26(5), 398-406.
Cheng, M. H., & Yeung, Y. Y. (2010). Identifying professional development environment for mentor teachers at a Learning Centre. Teacher Development, 14(3), 351-363.
Cheng, M.M.H., Cheng, A.Y.N. & Tang, S.Y.F. (2010). Closing the gap between the theory and practice of teaching: Implications for teacher education programmes in Hong Kong.. Journal of Education for Teaching, 36(1), 91-104.
Hsu, X. M., Cheng, M. H. & Yang, B. S. (2010). Reform of Hong Kong Advanced Level Experiment Assessment: Field study and inspirations.. Curriculum, Teaching Material and Method, 30(2), 100-103.
Cheng, M. H. M., & Lee, T. H. T. (2010). Addressing the challenges in school-based assessment: practices in the assessment of inquiry learning. Curriculum and Teaching, 25(1), 25-41.
So, W. M. W. & Cheng, M. H. M. (2009). Science Education in Hong Kong: Opportunities for research and development.. Educational Research Journal, 24(2), 195-229.
Chang, S.N., Yeung Y.Y. & Cheng M.H.M. (2009). Ninth graders’ learning interests, life experiences and attitudes towards science and technology. Journal of Science Education and Technology, 18(5), 447-457.
Cheng, M. H. & So, W. M. W. (2009). Implementing science education in an integrated curriculum at primary level: Threats and opportunities.. Curriculum and Teaching, 24(1), 57-74.
Cheng, M. H. M., Chan, K. W., Tang, Y. F. S., & Cheng, A. Y. N. (2009). Pre-service teacher education students' beliefs about knowing and their conceptions of teaching. Teaching and Teacher Education, 25, 319-327.
Cheng, M. H. M. (2008). Identifying strategies to support junior secondary students to engage in scientific investigation tasks. Canadian Journal of Science, Mathematics and Technology Education, 8 (2), 1-21.
Cheng, M. H. M., & Tang, S. Y. F. (2008). The dilemma of field experience assessment: Enhancing professional development or fulfilling a gate-keeping function?. Teacher Development, 12 (3), 223-236.
Wu, H., Yeung, Y. Y., & Cheng, M. H. M. (2008). The science assessment in the national assessment of educational progress (NAEP) of USA. Asia-Pacific Forum on Science Learning and Teaching, 9 (1)
鄭美紅 (2008)。 面對評量改革之挑戰:教師的信念與實踐。 《優質學校教育學報》第5期,頁7-22。
鄭美紅、許雪梅及胡炳元 (2008)。 香港高考(物理科)評價改革研究。 《物理教學》第5期,頁63-66。
Cheung, L. M. E., Cheng, M. H. M., & Pang, K. C. (2008). Building a model to define the concept of teacher success in Hong Kong. Teaching and Teacher Education, 24(3), 623-634.
鄭美紅、孫愛玲 (2008)。 漢字的詞素影響科學概念的學習。 《教育學報》第1期,頁25-31。
Cheung, L. M. E., Cheng, M. H. M., & Pang, K. C. (2008). Building a model to the define the concept of teacher success in Hong Kong. Teaching and Teacher Education, 24, 623-634.
孫愛玲、鄭美紅 (2007)。 科學知識和中文成語辭彙的學習關係 - 教與學的啟示。 《華文學刊》,7,頁51-63。
鄭美紅 (2007)。 學習成果框架與科學探究活動的設計。 《亞太科學教育論壇》8,1,Article 6。
鄧怡勳、蘇詠梅及鄭美紅 (2006)。 教學實習評估中的「專業發展進展圖」。 《教育學報》第34卷第2期,頁73-96。
鄭美紅 (2006)。 專題研習教學設計:創作新生物。 《亞太科學教育論壇》第7期第2冊
Cheng, M. H. M. (2006). Constructing science assessment based on a constructivist view of learning- Hong Kong secondary teachers' beliefs and practice. International Journal of Learning, 12 (8), 11-20.
Cheng, M. H. M. (2006). Designing online learning courses for teacher education programmes. International Journal of Technology, Knowledge and Society, 2 (2), 79-87.
Cheng, M. H. M. (2006). Junior secondary science teachers' understanding and practice of alternative assessment in Hong Kong: Implications for teacher development. Canadian Journal of Science, Mathematics and Technology Education, 227-243.
Tang, S. Y. F., Cheng, M. H. M., & So, W. M. W. (2006). Supporting student teachers' professional learning with standards-referenced assessment. Asia-Pacific Journal of Teacher Education, 34 (2), 223-244.
鄭美紅 (2006)。 初中科學探究活動:學生需要與設計策略。 《基礎教育學報》第15卷第1期,頁77-95。
鄭美紅、張麗雯 (2006)。 支援學生進行科學專題研習:個案研究。 《優質學校教育學報》第4期,頁77-90。
Cheng, M. H. M. (2005). Science teaching efficacy beliefs. Academic Exchange Quarterly, 9 (4), 33-37.
Cheng, M. H. M. (2005). Understanding teacher professional development during the field experience period using a socio-cultural view of learning. Teacher Development, 9 (3), 287-307.
Cheng, M. H., & Cheung, W. M. F. (2005). Science and biology assessment in Hong Kong-progress and developments. Journal of Biological Education, 40 (1), 11-16.
Cheng, M. H., So, W. M., & Yeung, Y. Y. (2005). An effective web-based approach to support the initial training of science teachers. Journal of the International Society for Teacher Education, 9 (1), 13-22.
鄭美紅、蔡慶麟 (2005)。 初中科學探究活動的設計與推行模式。 《亞太科學教育論壇》第6期第1卷 (On-line available: http://www.ied.edu.hk/apfslt/)
Cheng, M. H., & Cheung, W. M. (2004). Comparing perceptions: the competence of novice teachers and the expectations of school principals. Asia Pacific Education Review, 5(2), 188-199.
Cheng, M. H. (2004). Examining the Social Development of Student-teachers in a Teacher Education Programme. The Asia-Pacific Education Researcher, 13(2), 135-154.

Conference Papers
Tang, S. Y. F. & Cheng, M. M. H. (2021, April). Preparing high quality teacher education graduates in an era of unprecedented uncertainties: The case of Hong Kong.. Paper presented at AERA Division K invited session “Teacher Education Policy and Research: Global Perspectives” at the American Educational Research Association Virtual Annual Meeting 2021, 9-12 April 2021., (Virtual).
Tang, S. Y. F. & Cheng, M. M. H. (2019, September). Policies, pathways and research in teacher education in Hong Kong. Briefing paper presented at the Global Teacher Education Summit, 8-9 September 2019, Oxford, UK.
Tang, S. Y. F., Wong, A. K. Y., & Cheng, M. M. H. (2019, July). Teaching motivation, professional learning and professional competence of millennial generation preservice teachers. Paper presented at the 19th Biennial Conference of International Study Association of Teachers and Teaching (ISATT), 1 – 5 July 2019, Sibiu, Romania.
Cheng, M. M. H., & Li, D. D. Y. (2019, April). Connecting teachers with practitioner research: Impact and challenges for classroom teachers. Paper presented at the Annual Meeting of the American Educational Research Association, 5 - 9 April, 2019, Toronto, Canada.
Tang, S. Y. F., Wong, A. K. Y., Li, D. D. Y., & Cheng, M. M. H. (2018, November). Examining student teachers’ engagement with theory-practice link in initial teacher education. Paper presented at the Educational Research Association of Singapore (ERAS) and the Asia-Pacific Educational Research Association (APERA) International Conference 2018, 12-14 December, 2018, Singapore.
Wong, A. K. Y., Tang, S. Y. F., Li, D. D. Y., & Cheng, M. M. H. (2018, May). The teacher buoyancy scale: Development and psychometric analysis of a new scale. Paper presented at the 30th Association for Psychological Science (APS) Annual Convention, 24-27 May, 2018 in San Francisco., USA.
Cheng, M.M.H. & Li, D.D.Y. (2018, April). Exploring student engagement, classroom environment, and critical thinking in secondary classrooms in an Asia-Pacific context. Paper presented at the Annual Meeting of the American Educational Research Association 2018, 13-17 April 2018 in New York, USA.
Tang, S. Y. F., Wong, A. K. Y., Li, D. D. Y., & Cheng, M. M. H. (2017, November). Redefining the contribution of fieldwork in initial teacher education to student teachers’ professional competence. Paper presented at the World Education Research Association, WERA 2017 Focal Meeting, 30 November – 2 December 2017 in Hong Kong, China.
Cheng, M. H. M. & Wan, Z.H. (2017, August). Exploring the effects of classroom learning environment on critical thinking skills and disposition: A study of Hong Kong 12th graders in liberal studies. Paper presented at the ECER 2017: Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and educational research
Cheng, M.M.H., Lee, C.K.J., & Yu, W.M.C. (2017, May). Towards the Development of a Sustainable Teacher Professional Development Approach. The 8th TEAN Annual Conference: Thinking Deeply about Teacher Education, Birmingham, UK.
Tang, S.Y.F., Wong, A.K.Y., Li, D.DY., & Cheng, M.M.H. (2017, May). The contribution of non-formal learning in higher education to student teachers’ professional competence. The 8th Teacher Education Advancement Network (TEAN) Conference, 11-12 May 2017 in Birmingham, United Kingdom.
Wong, A.K.Y., Tang, S.Y.F., Cheng, M.M.H., & Li, D.D. Y. (2017, April). Teaching motivation of the millennial generation: An exploration of pre-service teachers. Paper presented at the 2017 International Symposium on Education and Psychology, 4-6 April 2017 in Kyoto, Japan.
Cheng, M.M.H., Tang, S.Y.F., & Wong, A.K.Y. (2016, November). Practicalizing theoretical knowledge among student-teachers: Challenges and implications. Paper presented at the Asia-Pacific Educational Research Association-Taiwan Education Research Association 2016, 9 – 12 November 2016 in Kaohsiung, Taiwan.
Tang, S.Y.F., Wong, A.K.Y. & Cheng, M.M.H. (2016, November). Pre-service student teachers’ competence to work in schools, teaching motivation, and professional learning in initial teacher education.. Paper presented at the Asia-Pacific Educational Research Association-Taiwan Education Research Association 2016, 9 – 12 November 2016 in Kaohsiung, Taiwan.
Wong, A.K.Y., Tang, S.Y.F., & Cheng, M.M.H. (2016, July). Professional competence of student teachers in Hong Kong: Relationship with professional learning in initial teacher education and teaching motivations. Paper presented at the International Congress of Psychology 2016 in Yokohama, Japan.
鄭美紅 & 萬志宏 (2015,12). 發展學生批判思考的通識課教學設計分享。《通識教育研討會2014文集》 https://julac.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,991005609439703410&vid=EDUHKFind@EdUHK Library
Tang, S.Y.F., Wong, P.M., Wong, A.K.Y., & Cheng, M.M.H. (2015, November). What attracts young people to become teachers? A comparative study of pre-service student teachers’ motivation to become teachers in Hong Kong and Macau. First International Conference on Teacher Training and Education “Trends and Issues in the 21st Century”, Solo, Indonesia..
Wong, A.K.Y., Tang, S.Y.F., & Cheng, M.M.H. (2015, June). Changes in teaching motivations: Comparing student teachers of entry year and graduation year in Hong Kong.. 2nd International Conference on Education, Social Science and Humanities., Istanbul, Turkey..
Cheng, M.H. & Wan, Z.H. (2015, April). Understanding the Paradox of Chinese Learners: Insights from Research into Asian Chinese Science Learners. Paper presented at NARST (National Association for Research in Science Teaching) 2015 Annual International Conference (April 11-14, 2015), Chicago.
Tang, S.Y.F., Wong, A.K.Y., & Cheng, M.M.H. (2014, November). Examining professional learning and the preparation of professionally competent teachers in initial teacher education.. Learning in a Changing World Conference, London, UK.
Tang, S.Y.F., Wong, A.K.Y., & Cheng, M.M.H. (2014, November). The preparation of highly motivated and professionally competent teachers in initial teacher education.. Asia Pacific Educational Research Association (APERA) 2014 Conference, Hong Kong., Hong Kong.
Cheng, M.H., & Wan, Z.H. (2013, September). One country, two systems: assessment policy in the current senior physics curriculum documents of Mainland China and Hong Kong. the 10th Conference of the European Science Education Research Association (Nicosia, Cyprus), 2nd – 7th September, Nicosia, Cyprus.
Cheng, M.H.M. & Wan, Z.H. (2013, September). One country, two systems: Assessment policy in new senior physics curriculum documents Hong Kong and Mainland China. Paper presented at the 10th Conference of the European Science Education Research Association
Wong, E. M. Y. & Cheng, M. M. H. (2012, October). Effects of a motivational interviewing weight loss programme for school aged overweight children. Austrialian College of Nusing: Community and Primay Health Care Nursing Conference, Perth.
Cheng, M.H.H., & Wong, A.K.Y. (2011, December). Student-teachers' epistemological beliefs and conceptions of learning and teaching: Identifying chnages and relationships. Society for Research into Higher Education Annual Conference 2011, Wales.
Yeung Y.Y. & Cheng M.H. (2011, October). Redefining the underlying structure of the ROSE instrument and its application to understand Chinese students’ affective domain of science learning. Paper presented in the East-Asia Association of Science Education 2011 International Conference, Gwangju, South Korea..
Cheng, M. M. H., Tang, S. Y. F., & Cheng, A. Y. N. (2010, December). Defining Professional Development of Student–Teachers: Practicalizing Theoretical Knowledge. 2nd East Asian International Conference on Teacher Education Research, Hong Kong, China.
YEUNG Yau-yuen and CHENG May-hung May (2010, June). Factor analysis and Rasch model analysis of the ROSE study on Chinese students’ interest of science learning. Proceedings of XIV International Organisation of Science and Technology Education Symposium, Bled, Slovenia.
Wong, E. M. Y., & Cheng, M. M. H. (2010, April). Psychological factors underlying obese children to lose weight. ‘Community Engagement: Paving the Way to Go Optimal Health', China.
Cheng, M.M.H., Wong, A.K.Y., & Cheng, A.Y.N. (2010, January). Critical Elements in Developing Epistemological Beliefs among Undergraduate Students. The Third World Universities Forum, Davos, Switzerland.
Cheng, M. M. H., Tang, S. Y. F., & Cheng, A. Y. N. (2009, April). Closing the gap between conceptions and practices of teaching: implications for teacher education programmes. Annual Conference of the American Education Research Association, San Diego, U.S.A..
Cheng, M. H., & So, W. M. W. (2008, November). Accelerating science thinking: The infusion of cognitive conflict strategies into primary science education. Paper presented at the Asia-Pacific Educational Research Association Conference, Singapore.
Cheng, M. H., & So, W. M. W. (2008, November). The infusion of strategies for generating high level thinking into the junior secondary science curriculum. Paper presented at the Asia-Pacific Educational Research Association Conference, Singapore.
Yeung, Y. Y., & Cheng, M. H. M. (2008, February). Secondary school students' affective domain of science learning: Comparsion of preliminary ROSE findings in Hong Kong, Guangzhou, and Shanghai. Paper presented at the Conference of Asian Science Education: Science Education from an Asian Perspective, Taiwan.
Cheng, M. H. M. (2006, November). Teaching nature of science in a junior secondary science curriculum. Paper presented at the International Science Education Conference 2006, Singapore.
Cheng, M. H. M., & So, W. M. W. (2006, November). Implementing science education in an integrated curriculum at primary level-threats and opportunities. Paper presented at the International Science Education Conference, Singapore.
Cheng, M. H. M., & Yeung, Y. Y. (2006, November). What do teachers gain through their participation in the learning centre scheme?. Paper presented at the Annual Conference of the Asia-Pacific Educational Research Association International Conference, Hong Kong.
Cheng, M. H. M. (2006, April). Supporting junior secondary students to engage in scientific investigation tasks. Paper presented at Annual Conference of the National Association for Research in Science Teaching, USA.
Cheng, M. H. M. (2006, April). The beginning teaching phase: Explaining teacher development as a socio-cultural activity. Paper presented at Annual Meeting of American Educational Research Association, USA.
Cheng, M. H. M., & Tang, Y. F. S. (2006, April). The dilemma of field experience assessment: Enhancing professional development or fulfilling a gate-keeping function. Paper presented at Annual Meeting of American Educational Research Association, USA.
鄭美紅 (2006,4). 面對評量改革之挑戰:教師的信念與實踐。論文發表於「華人社會的教育發展學術研討會」,澳門。
Yeung, Y. Y., & Cheng, M. H. M. (2006, February). A new scheme to empower teachers with IT through a subject-based approach. Paper presented at the Hong Kong International IT in Education Conference, Hong Kong.
鄭美紅 (2006,2). 設計網上課堂學習──教師教育課程。論文發表於「香港國際資訊科技教育會議」,香港。
Cheng, M. H. M., & Yeung, Y. Y. (2005, December). Changing role of teachers: Enhancing development in the teaching profession through the Learning Centre Scheme. Paper presented at Faculty of Education of Chinese University of Hong Kong 40th International Conference, Hong Kong.
鄧怡勳、蘇詠梅及鄭美紅 (2005,12). 教學實習評估中的「專業發展進展圖」。論文發表於「香港中文大學教育學院40周年紀念國際研討會」,香港。

Creative and Literary Works, Consulting Reports and Case Studies
Wong, A.K.Y., Cheng, M. M. H., Tang, S. Y. F., & Cheng, A. Y. N. (2011). Report on Students' Beliefs about Teaching and Learning and Knowledge Acquisition (a four-year longitudinal study). Hong Kong
Yeung, Y. Y., Cheng, M. H. M., So, W. W. M., Cheng, V. M. Y., Kong, S. C., & Ng, P. H. (2006). Evaluation Report of the Project "Diffusion of Learning Centre Scheme to Schools in Hong Kong: Immanuel Lutheran College-Learning Centre in Secondary Science (S1-S3)". Hong Kong: Education and Manpower Bureau.
Yeung, Y. Y., So, W. M. W., Cheng, M. H. M., Cheng, V. M. Y., Kong, S. C., & Ng, P. H. (2006). Evaluation Report of the Project "Diffusion of Learning Centre Scheme to Schools in Hong Kong: Fanling Public School-Learning Centre in Primary General Studies". Hong Kong: Education and Manpower Bureau.

All Other Outputs
Cheng, M. M. H. (2014). Accommodation in assessment. In R. Gunstone (Ed.), Encyclopedia of science education. DOI 10.1007/978-94-007-6165-0_1-2.
Cheng, M. M. H. (2014). Alignment. In R. Gunstone (Ed.), Encyclopedia of science education. DOI 10.1007/978-94-007-6165-0_4-5.
Cheng, M. M. H. (2014). High stakes testing. In R. Gunstone (Ed.), Encyclopedia of science education. DOI 10.1007/978-94-007-6165-0_61-4..
Yeung, Y.Y. (Chief Editor); Cheng, MH; Lee, Y.C.; Ng, P.H. and So, W.M. (2013). Asia-Pacific Forum on Science Learning and Teaching, Volume 14, Issue 1. Hong Kong: Hong Kong Institute of Education.
(2007). Asia-Pacific Forum on Science Learning and Teaching [Online available: http://www.ied.edu.hk/apfslt/]. Hong Kong: The Hong Kong Institute of Education.
(2007)。 《優質教育學校教育學報》。香港初等教育研究學會。
(2007). Asia-Pacific Forum on Science Learning and Teaching [Online available: http://www.ied.edu.hk/apfslt/]. Hong Kong: The Hong Kong Institute of Education.
(2006). Asia-Pacific Forum on Science Learning and Teaching [Online available: http://www.ied.edu.hk/apfslt/]. Hong Kong: The Hong Kong Institute of Education.

Projects
Global Teacher Education Consortium
A group of leading teacher education researchers from Australia, Belgium, Canada, England, Finland, Hong Kong SAR, Ireland, the Netherlands, New Zealand, North Ireland, Norway, Portugal, Scotland, the USA and Wales formed the Global Teacher Education Consortium (GTEC) in September 2019. GTEC is establishing an ambitious and long-term research agenda across these countries to investigate the impact of recent teacher education policies and practices on: teachers and teaching; teacher educators; pupils and their learning; schools and their communities; and, education systems as a whole.

Project Start Year: 2019, Principal Investigator(s): TANG, Yee Fan Sylvia 鄧怡勳 (CHENG, May Hung May 鄭美紅 as Co-Investigator)
 

Preparing Professionally Competent Teachers and Beyond: Constructing a Theoretical Framework for Initial Teacher Education
Research into student teachers’ professional learning has traditionally focused on the university – school environment. Education systems around the world are paying unprecedented attention to teacher quality.
The project aims at examining the relationship between pre-service student teachers’ professional competence, teacher buoyancy and their professional learning experiences in initial teacher education.


Project Start Year: 2018, Principal Investigator(s): TANG, Yee Fan Sylvia 鄧怡勳 (CHENG, May Hung May 鄭美紅 as Co-Investigator)
 

Capacity Building for Lead Teacher Training Universities (LTTUs) in Vietnam
This project was designed to improve capacity of Lead Teacher Training Universities (LTTUs) and central teacher management unit in Viet Nam to improve effectiveness of teachers' and principals' education and training to meet the demands of educational reform in Viet Nam.

Project Start Year: 2017, Principal Investigator(s): LEE, Chi Kin John 李子建 (CHENG, May Hung May 鄭美紅 as Co-Investigator)
 

KEEP Learning for Life: Knowledge & Education Exchange Platform 2.0
This project is to expand and deeply integrate the KEEP 2.0 to make the content creation and
distribution process easier for educators and learners across three main themes


Project Start Year: 2017, Principal Investigator(s): CHENG, May Hung May 鄭美紅
 

Cultivating a Blended Learning Environment in Promoting One Course One Online Lesson: Pedagogical Use of LMS Moodle
Blended learning has potential in enhancing students’ learning outcomes and satisfactions. The goal of this project is to encourage blended learning for students’ reflective engagement and deep learning. Since 2011, the Learning Management System (LMS) Moodle has been adopted as an e-Learning platform at the Institute. By encouraging the pedagogical use of the features of LMS Moodle, this project aims to promote one course one online lesson for enriching the learning process with the ultimate goal of enhancing students’ learning outcomes. This project is to provide supporting staff at faculty/departmental levels to offer direct support to academic/teaching staff in planning and implementing the pedagogical use of LMS Moodle. These supporting staff will be developed with knowledge about the e-Learning framework and policies of the Institute as well as the capacity in using the pedagogical features of LMS Moodle for promoting reflective engagement and deep learning of domain knowledge. The target of this project is to encourage academic/teaching staff to consider offering blended learning courses with quality online lessons using pedagogical features of LMS Moodle such as online discussion forum and peer assessment workshop to replace one to a few lessons in the face-to-face mode of learning and teaching with the goal of enriching the learning process for deep learning.

Project Start Year: 2016, Principal Investigator(s): LIM, Cher Ping 林质彬, LEE, Chi Kin John 李子建 (CHENG, May Hung May 鄭美紅 as Co-Principal Investigator)
 

Building a Holistic Advising Scheme to Address Students' Personal and Academic Development Needs
To promote a culture for students to plan for their university life experiences and set development goal by providing relevant advising service at personal level, therefore building a comprehensive and coordinated personal advising network for first-year students


Project Start Year: 2016, Principal Investigator(s): CHENG, May Hung May 鄭美紅
 

Developing a Model for Facilitating Sustainable Teacher Professional Development through Practitioner Research
There has been a call in the education literature for making Practitioner Research (PR) a key characteristic of high quality Teacher Professional Development (TPD) over the last two decades. Although extensive reports can be found on the positive and profound impacts of PR on TPD, there is a lack of research on the development of teachers’ research ability in PR. This study addresses the research gap through investigating 16 Hong Kong Liberal Studies teachers’ development related to both teaching and research through conducting PR on teaching critical thinking in secondary classrooms. Moreover, it looks into the relationship between teacher development and the roles played by the facilitators. Data will be collected through (i) interviews with teachers and facilitators, (ii) observations of lesson workshops, lessons involving teachers’ research, post-lesson discussion, group meetings, individual meetings, and sharing sessions., and (iii) documentary analysis of teachers and facilitators’ logbooks, materials associated with the observed lessons (including lesson plans, worksheets, quiz, and reading materials), notes of meetings, emails between teachers and facilitators, as well as teachers’ research plans and reports. A model of facilitating sustainable teacher professional development through PR will be generated by synthesizing the findings and reflections of teachers, facilitators and researchers.

Project Start Year: 2016, Principal Investigator(s): CHENG, May Hung May 鄭美紅
 

Profiling the Teaching Profession: Pre-Service Student Teachers’ Professional Competence, Teaching Motivation and Professional Learning in Initial Teacher Education
The project aims at examining pre-service student teachers’ professional competence, teaching motivation, and professional learning experiences in initial teacher education.

Project Start Year: 2016, Principal Investigator(s): TANG, Yee Fan Sylvia 鄧怡勳 (CHENG, May Hung May 鄭美紅 as Co-Investigator)
 

Promoting Career and Life Planning Education at HKIEd
This project aims to support the learning of our student-teachers in relation to the implementation of CLPE in local schools. Student-teachers learn by conducting career development study on 20 essential enterprises and producing web-based teaching materials related to these enterprises. Moreover, this project conducts research work on identifying a CLPE curriculum framework for our teacher education programmes and implications for the implementation of CLPE at the secondary level are drawn.

Project Start Year: 2015, Principal Investigator(s): YU, Wai Mui Christina 姚偉梅 (CHENG, May Hung May 鄭美紅 as Co-Investigator)
 

Using Facebook-enabled Problem-based Learning Environment to Enhance Students' Level of Learning
This project seeks to enhance students learning through a Facebook-enabled PBL approach.

Project Start Year: 2015, Principal Investigator(s): CHENG, Nga Yee Irene 鄭雅儀 (CHENG, May Hung May 鄭美紅 as Co-Investigator)
 

Good Teaching Practice – Incorporation of Development of Generic Skills into Course Teaching at Higher Education Context
The present project is related to Community of Practice (CoP). It aims to promote good teaching practice with the focus of incorporating the generic intended learning outcomes (GILOs) in course teaching and develop a peer sharing atmosphere on campus. It engages our colleagues in sharing and exchanging their teaching experience through an online platform.

Project Start Year: 2015, Principal Investigator(s): CHENG, May Hung May 鄭美紅
 

Student Network Groups as Change Agents
The project has a key theme to engage students directly to take the role as “change agents” in the learning and teaching process through Student Network Group (SNG). Through the four sub-SNG projects, students work in groups and form SNGs to investigate their interested topics. The student leadership role may take different forms in the sub-project i.e. led by students, partnership with teachers or guided by teachers. As a whole, the project aims to improve the learning and teaching experience and promote a student-teacher collaboration environment on campus.

Project Start Year: 2015, Principal Investigator(s): CHENG, May Hung May 鄭美紅
 

Pre-service student teachers’ motivation to become a teacher: A comparative study of Hong Kong and Macau
The proposed study adopts a mixed methods research design, with data collection conducted with BEd Year 1 student teachers in Hong Kong and Macau respectively

Project Start Year: 2014, Principal Investigator(s): TANG, Yee Fan Sylvia 鄧怡勳 (CHENG, May Hung May 鄭美紅 as Co-Investigator)
 

A study on the professional development experiences of secondary school teachers in Hong Kong
The purpose of the research includes: understanding how secondary school teachers perceive their inservice professional development (PD) opportunities, the feasibility of conducting practitioner research in their own classrooms, and their conception of sustainable teacher PD, all of which are to inform the development of PD.

Project Start Year: 2014, Principal Investigator(s): CHENG, May Hung May 鄭美紅
 

Knowledge & Education Exchange Platform (KEEP)
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Project Start Year: 2014, Principal Investigator(s): CHENG, May Hung May 鄭美紅
 

A pilot study on factors contributing to pre-service student teachers’ professional competence
This project examines pre-service student teachers’ professional competence in relation to their teaching motivation, and professional learning in different aspects of initial teacher education. A mixed methods research design is adopted, with questionnaire survey administered on and interviews conducted with final year student teachers of an undergraduate teacher education programme.

Project Start Year: 2013, Principal Investigator(s): TANG, Yee Fan Sylvia 鄧怡勳 (CHENG, May Hung May 鄭美紅 as Co-Principal Investigator)
 

Promoting teacher leadership in enhancing students’ thinking and problem-solving skills
Promoting teacher leadership in enhancing students’ thinking and problem-solving skills

Project Start Year: 2012, Principal Investigator(s): CHENG, May Hung May 鄭美紅
 

Constructing an Instructional Model Based on the Problem-based Learning Approach to Enhance Undergraduate Students' Critical Thinking
This research is to create a context of learning for enhancing undergraduate students’ competence in the implementation of PBL approach in large class. The experience from previous studies suggested that the pedagogy for PBL should be contextualized for their dynamic nature. The class and course require more structure than smaller classes. PBL utilizes real-life problems, not only are students motivated to seek the knowledge that is needed to solve the problems, but also have to understand the information well enough to apply the knowledge to problem solving. PBL is therefore a kind of the transformation of learning. Thus, the purpose of this study is to develop a teaching model for enhancing undergraduate students’ critical thinking and approaches to learning by applying PBL approach. The objectives of this research are to formulate strategies to develop a module using PBL approach for large class and evaluate the effect of PBL on students’ approaches to learning and critical thinking.

Project Start Year: 2010, Principal Investigator(s): WONG, Man Yee Emmy 黃敏兒 (CHENG, May Hung May 鄭美紅 as Co-Investigator)
 

Online resource-based inquiry learning environment: Effects of teacher pedagogical practices on science understanding of primary learners working in groups
The digital age has not only changed the fundamental nature of resources; its exponential growth in amount and access has also changed how and where instruction and learning take place. Although some teachers can make wide use of learning resources from the internet, the resources are often used haphazardly. We know from the literature that inquiry learning is an effective pedagogy, but there are varied conceptions in employing teacher scaffolding in the pedagogical design of inquiry learning, particularly with learners at primary level. Hence, this proposed research attempts to answer the question “How do different pedagogical orientations of inquiry learning using online resources help primary learners working in groups develop better science understanding? The research will take upper primary pupils studying science topics in the form of groups as the context of study, and aim to gain an in-depth understanding of teacher conceptions and practices that are essential to support effective inquiry learning. Insights gained from this proposed research study will result in models of teacher pedagogical practices that can be used to inform future teacher professional development initiatives in teacher education.


This proposal is based on the studies conducted by the research team in the previous years. These studies provide preliminary understanding of effective pedagogical designs and impacts on learning; for example, the approaches of inquiry learning, learner academic background and/or teacher support levels. This proposed research will involve teachers applying instructional practices with available online resource-based learning units to learners working in groups which is a commonly used classroom setting for science activities. This is to extend the investigation to identify how teachers’ pedagogical practices can impact learners’ understanding of science.


The research methodology includes survey, interview, observation and analysis of lessons with support from the research team to explore how to “Make Teaching and Learning More Effective” as intervention throughout the two-year study. Changes of teachers’ conceptions and pedagogical practices will be identified by pre and post-lesson interviews. Learners’ learning will be measured by pre and post-lesson tests and concept mapping to study the changes in science understanding. The data analysis will focus on investigating the characteristics, correlations, multiple regression and interaction effect between conceptions of teaching, pedagogical practices, learner background and learning outcomes. The findings will provide useful information to facilitate teachers to design effective practices with the use of online resources in appropriate ways, in order to enhance learners’ inquiry learning of science.



Project Start Year: 2010, Principal Investigator(s): SO, Wing Mui Winnie 蘇詠梅 (CHENG, May Hung May 鄭美紅 as Co-Investigator)
 

The affective domain of science learning among Chinese school pupils: Further undertaking of the ROSE project in Hong Kong and mainland China
In the past few years, there has been growing demand to refocus research efforts on the affective dimension of science learning to remedy the recent crisis in science education in many developed countries, which has resulted in a continuing decline in the numbers of young students pursuing further study in science subjects and science- and technology-related careers. This project is closely linked with an international project called the Relevance of Science Education (ROSE) which was launched in 2002, and since then has collected data from more than 40 countries on the attitudes of 15-year-old students towards science, including their (i) science- and technology-related career orientation; (ii) attitudes, priorities, and decision-making regarding environmental matters; (iii) motivation for, self-confidence in, and expectations and perceptions of science learning in school; (iv) opinions about science and technology; and (v) out-of-school experiences with science and technology. Our research team has been consigned to undertake the pioneer work of collecting preliminary data on the affective domain of science learning among Chinese students in Hong Kong and mainland China for the international ROSE project. This project will gain an in-depth understanding of the affective dimension of science learning among Chinese pupils to inform (a) local and national education policymakers and other relevant stakeholders about the betterment of science curriculum reform and science teaching and (b) international science educators so that they gain a more complete picture of worldwide trends in science learning.

Project Start Year: 2010, Principal Investigator(s): YEUNG, Yau Yuen 楊友源 (CHENG, May Hung May 鄭美紅 as Co-Investigator)
 

Promoting Teachers’ Professional Development in Liberal Studies: Field-based Teaching and Learning
This project aims to promote the image of the HKIEd as a teachers’ professional development for the new curriculum reform initiative related to life-wide, authentic, and experiential learning, develop teaching and learning repertoire in field-based learning in support of the inquiry mode of teaching in the NSS Liberal Studies, build up field-tested resource for the teacher education programmes and develop research agenda and nuture research literacy in area of field-based inquiry.

Project Start Year: 2008, Principal Investigator(s): LO Tin Yau Joe (CHENG May Hung May as Co-Investigator)
 

Research and Development Project on Developing Package for Independent Enquiry Study in the CMI Context
The project aims to: Objectives of the project are: a. developing a set of resource kit with instructions and tools for guiding students to conduct Independent Enquiry Study (IES) at different stages; b. providing schools with suggestions for planning the 90 hours of lesson time for students to conduct IES; c. illustrating how the activities and tasks could be conducted in the IES process with classroom experiences and students’ works; and d. making use of the outcomes of this study to help NSS LS teachers prepare for effective learning, teaching and assessment strategies of the subject.

Project Start Year: 2008, Principal Investigator(s): CHENG May Hung May, SO Wing Mui Winnie
 

University-school Support Programme: Preparing Students for the NSS Liberal Studies: A School-based Approach to Enhancing Enquiry at Key Stage 3
This project aims to promote enquiry-based learning at Key Stage 3 through a flexible two-year school-based professional support scheme. In the scheme, teachers will be guided to make sense of enquiry-based learning through enquiring into their own classroom practices. Engaging in a continuous discourse with others about their practices and reflecting on the impact their practices on learning throughout the two-year period, participating teachers will be able to restructure “their store of mutual knowledge” and eventually their “practical consciousness”.

Project Start Year: 2008, Principal Investigator(s): LO, Tin Yau Joe 羅天佑 (CHENG, May Hung May 鄭美紅 as Co-Investigator)
 

The Affective Domain of Science Learning among Chinese School Pupils: Further Undertaking of the ROSE Project in Hong Kong and Mainland China
The project aims to undertake the pioneer work of collecting preliminary data on the affective domain of science learning among Chinese students for the international Relevance of Science Education (ROSE) project in Hong Kong and mainland China. Currently, we shall start to undertake the ROSE on a full-scale basis in Shanghai to inform (a) local and national education policymakers and other relevant stakeholders about the betterment of science curriculum reform and science teaching and (b) international science educators so that they gain a more complete picture of world-wide trends in science learning.

Project Start Year: 2008, Principal Investigator(s): YEUNG, Yau Yuen 楊友源 (CHENG, May Hung May 鄭美紅 as Co-Investigator)
 

Research and Development Project in Using Rubrics as Instructional and Assessment Guides for the Non-written Mode of Independent Enquiry Study
The project aims to: 1)study the integration of assessment into learning and teaching strategies with use of rubrics as instructional and assessment guides; 2) document the school experiences on developing and using school-based rubrics as instructional and assessment guide; 3) illustrate the use of school-based instructional and assessment rubrics with classroom experiences and student works in the IES process; 4) make use of the fruits of this study to help NSS LS teachers prepare for effective learning, teaching, and assessment strategies of the subject; and 5) develop a rubric bank under the assessment framework of IES

Project Start Year: 2007, Principal Investigator(s): CHENG May Hung May, SO Wing Mui Winnie
 

Research and Development Project in Using Rubrics as Instructional and Assessment Guides for the Written Mode of Independent Enquiry Study in the CMI Context
The project aims to: 1)study the integration of assessment into learning and teaching strategies with use of rubrics as instructional and assessment guides; 2)document the school experiences on developing and using school-based rubrics as instructional and assessment guide; 3)illustrate the use of school-based instructional and assessment rubrics with classroom experiences and student works in the IES process; 4) make use of the fruits of this study to help NSS LS teachers prepare for effective learning, teaching, and assessment strategies of the subject; and 5) develop a rubric bank under the assessment framework of IES

Project Start Year: 2007, Principal Investigator(s): CHENG May Hung May, LO Tin Yau Joe
 

Problem-based Learning in Mathematics, Science, Social Sciences and Technology
The proposed project aims to enhance the effectiveness of teaching and learning in the subject areas of MSST and to extend staff's repertoire of teaching strategies through trialing of the problem-based learning approach (PBL). The strengths of PBL in enhancing the quality of knowledge acquisition and development of higher order skills are well documented in some educational contexts like medical education. The project is structured in several coherent phases which progressively lead staff through the processes of professional development, planning, piloting, implementation, evaluation and generation of deliverables. The project will be evaluated through focus group interviews, staff and student surveys, and continuous assessment to examine student perceptions of PBL and the degree of improvement of students' ability to solve PBL cases. The outcomes of the project will be disseminated through publication of PBL materials and evaluation outcomes, and staff seminars or symposia.

Project Start Year: 2007, Principal Investigator(s): LEE Yeung Chung (CHENG May Hung May as Co-Investigator)
 

The ROSE Project for Revealing Chinese School Pupils' Attitudes towards Science: Preliminary Studies in Hong Kong and Mainland China
There is a recent crisis on science education as arisen from the continuing decline in the numbers of young students pursuing further study in science subjects and pursuing science and technology related careers. In order to fix and remediate the problem, there is a need to re-focus research on the affective dimension of science learning which includes the study on the students' attitudes towards science and their interests of learning science. This proposal will be the first project aimed at providing data on Chinese students' attitudes towards science for the international Relevance of Science Education (ROSE) project.

Project Start Year: 2007, Principal Investigator(s): YEUNG Yau Yuen (CHENG May Hung, May as Co-Investigator)
 

Students' Beliefs about Teaching and Learning and Knowledge Acquisition
This project covers both cross-sectional and longitudinal studies. The study is focused on: a) our BEd students' epistemological beliefs about learning and teaching; b) their beliefs when they enter out four-year BEd programmes and what are these beliefs attributable to; c) if there are any changes in these beliefs as our students progress through the four-year BEd programmes; d) if there are changes, what the changes might be attributable to; including the role FE experience plays in any changes; and e) the relationship between student teachers' beliefs and actual teaching in the classroom.

Project Start Year: 2006, Principal Investigator(s): CHENG May Hung May, WONG Kit Yi Angel
 

Developing and Assessing Students' Scientific Investigation Abilities: Applications of the Learning Outcomes Framework
This project develop scientific investigation tasks for junior secondary science students based on the learning outcomes framework (an outcome of a previous EMB tendered project). Teachers participating in the project are supported in their design and assessment of scientific investigation tasks. Teachers' views are collected through interviews before and after the study. The analysis are conducted with an aim to identify ways that can support the development of scientific investigation skills among junior secondary students. Moreover, the change in the students' competence in scientific investigation are also analyzed through the use of questionnaires, interviews and students' work samples.

Project Start Year: 2006, Principal Investigator(s): CHENG May Hung, May
 

Diffusion of Learning Centre Scheme to Hong Kong Schools - General Studies KLA (Primary)
As appointed by the Quality Education Division, EMB of HKSAR Government, the Fanling Public School is carrying out the Learning Centre scheme. The HKIEd team is contracted to act as a partner from the tertiary education sector to support and facilitate the school's role in enhancing the teaching and learning of the General Studies subject in any Hong Kong schools through the effective use of information teachnology. The HKIEd team will provide academic advices and resources from existing projects, organise a series of training workshops and conduct relevant evaluation/educational research for the Fanling Public School.

Project Start Year: 2005, Principal Investigator(s): YEUNG, Yau Yuen 楊友源 (CHENG, May Hung May 鄭美紅 as Co-Investigator)
 

Diffusion of Learning Centre Scheme to Hong Kong Schools - Science KLA (Secondary)
As appointed by the Quality Education Division, EMB of HKSAR Government, the Immanuel Lutheran Collage is carrying out the Learning Centre scheme. The HKIEd team is contracted to act as a partner from the tertiary education sector to support and facilitate the school's role in enhancing the teaching and learning of the secondary Science subject in any Hong Kong schools through the effective use of information technology. The HKIEd team will provide academic advices and resources from existing projects, organise a series of training workshops and conduct relevant evaluation/educational research for the Immanuel Lutheran College.

Project Start Year: 2005, Principal Investigator(s): YEUNG, Yau Yuen 楊友源 (CHENG, May Hung May 鄭美紅 as Co-Investigator)