Prof TANG, Yee Fan Sylvia   鄧怡勳
Associate Professor
Department of Education Policy and Leadership
Associate Dean (Learning and Teaching)
Faculty of Education and Human Development
Phone No: (852) 2948 7590
Email: stang@eduhk.hk
Contact
ORCiD
0000-0002-9738-8229
Phone
(852) 2948 7590
Email
stang@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
11041459500
Research Interest
  • Initial teacher education
  • Student teachers’ learning and professional competence
  • Continuing professional development and mentoring for teachers

External Appointment

Consultancy

Joint consultancy with Dr A.W.K. Chow, Dr P.W. Leung & Dr P.M. WONG a QEF Project “Assessment for Learning”, Fung Kai Liu Man Shek Tong Secondary School (鳳溪廖萬石堂中學), 2006-2007.

Joint consultancy with Dr W.Y. LO and Ms S.L. WONG to a Learning Study project on General Studies, St. Edwards’ Catholic Primary School (聖愛德華天主教小學), 2004.

Joint consultancy with Dr P.M. WONG to 「校長午間伴讀的組成效與策略」An action research project conducted by Ms Liu Yuk Ying, principal of Shatin Methodist Primary School (沙田循道衞理小學) and two other teachers, 2002-2004

Speaker of Staff Development Seminars

12 staff development seminar on “mentoring”, “lesson observation”, “conferencing skills”, “assessment for learning & teacher professional development” conducted for the Teachers’ Centre / primary schools / secondary schools during 2002-2007.

Personal Profile

Professor Sylvia Tang graduated from The University of Hong Kong and received a Bachelor’s degree in Social Sciences, a Postgraduate Certificate in Education (Distinction) and a Master of Education. She obtained her PhD at the University of Wales, Cardiff, UK.

Before working in teacher education, Professor Tang was a secondary school teacher in Hong Kong. She began working in teacher education at the Northcote College of Education and has been a long-serving member of The Education University of Hong Kong. Professor Tang has extensive experience in the field of tertiary teaching and has taught in undergraduate, postgraduate diploma, Master of Education and Doctor of Education programmes; as well as professional development programmes for teachers and school principals in the areas of teacher education and development and qualitative approaches to educational research. In her role as Associate Dean (Learning and Teaching) at the Faculty of Education and Human Development, Professor Tang has spearheaded the Faculty’s Leaders of Learning scheme. This capacity building initiative galvanises Teaching Track staff across the Faculty to work collaboratively on important learning-focused projects such as eLearning, experiential learning, pastoral care and Capstone experience.

Professor Tang’s research interests cover various aspects of teacher education and development, including initial teacher education; student teachers’ learning and professional competence; teachers’ continuing professional development; and mentoring. She has published extensively in internationally renowned journals, and has published book chapters on teacher education. Currently, she serves on the editorial boards of the European Journal of Teacher Education as well as Teaching and Teacher Education.

Professor Tang has been actively engaging in serving the teaching profession in Hong Kong. She was a member of the Special Meetings on Review of Teacher Competencies Framework, and the Committee on Professional Development of Teachers and Principals from 2014 to 2016. She was also a member of the Advisory Management Committee, Hong Kong Teachers’ Centre from 2016 to 2020.

Research Interest

  • Initial teacher education
  • Student teachers’ learning and professional competence
  • Continuing professional development and mentoring for teachers

External Appointment

Consultancy

Joint consultancy with Dr A.W.K. Chow, Dr P.W. Leung & Dr P.M. WONG a QEF Project “Assessment for Learning”, Fung Kai Liu Man Shek Tong Secondary School (鳳溪廖萬石堂中學), 2006-2007.

Joint consultancy with Dr W.Y. LO and Ms S.L. WONG to a Learning Study project on General Studies, St. Edwards’ Catholic Primary School (聖愛德華天主教小學), 2004.

Joint consultancy with Dr P.M. WONG to 「校長午間伴讀的組成效與策略」An action research project conducted by Ms Liu Yuk Ying, principal of Shatin Methodist Primary School (沙田循道衞理小學) and two other teachers, 2002-2004

Speaker of Staff Development Seminars

12 staff development seminar on “mentoring”, “lesson observation”, “conferencing skills”, “assessment for learning & teacher professional development” conducted for the Teachers’ Centre / primary schools / secondary schools during 2002-2007.

Selected Output

Scholarly Books, Monographs and Chapters
Research book or monograph (author)
Cheng, Y.C., Ng, S.W., Cheung, C.K., Choi, P.L., Tang, Y.F., Yuen, Y.M., Yuen, W.W.T. (2009). A technical research report on the development of Hong Kong as a regional education hub. Hong Kong: The Hong Kong Institute of Education
Chapter in an edited book (author)
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. Singapore: Springer. https://doi.org/10.1007/978-981-13-1179-6_450-1
Lai, K.C. & Tang, S. Y. F. (2019). Education and teacher education in the Hong Kong Special Administrative Region, PRC. . In K. G. Karras & C. C. Wolhuter (Eds.), International handbook of teacher education worldwide (pp. 691-710). Nicosia: HM Studies and Publishing
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
Choi, P.L., & Tang, S.Y.F. (2015). Cross-border higher education for identity investment: Cases of Malaysian and Indonesian ethnic Chinese students in Hong Kong. In Y.C. Cheng, A.C.K. Cheung & S.W. Ng (Eds.), Internationalization of Higher Education: The case of Hong Kong (pp. 151-170). Singapore: Springer
Ng, S. W., & Tang, S. Y. F. (2015). Critical reflections on the challenges and strategies of internationalizing Hong Kong’s higher education. In Y. C. Cheng, A. C. K. Cheung & S. W. Ng (Eds.), Internationalization of Higher Education: The case of Hong Kong (pp.81-99). Singapore: Springer
Tang, S.Y.F. (2015). Teachers’ continuing professional development in Hong Kong: Policy, practice and issues. In K. G. Karras & C. C. Wolhuter (Eds.), International handbook of teacher education training and re-training systems in modern world (pp. 180-197). Nicosia: HM Studies and Publishing
Tang, S. Y. F. (2012). Knowledge base of mentoring and mentor preparation. In J. Fletcher & C. A. Mullen (Eds.), SAGE Handbook of Mentoring and Coaching in Education (pp. 478-493). London: SAGE Publications
Tang, S. Y. F. (2010). Initial teacher education in Hong Kong. In K. G. Karras & C. C. Wolhuter (Eds.), International handbook on teacher education worldwide: Issues and challenges for teacher profession (pp131-158). Athens: Atrapos Editions
鄧怡勳 (2009)。 轉變時代中的教師生涯與專業發展:香港的經驗。載於第五屆國際學術研討會, 「教師生涯規劃與教育專業發展」論文集 (20-36)。台灣: 中原大學教育研究所暨師資培育中心
Chow, W. K. A., & Tang, Y. F. S. (2009). Developing teacher self-regulation through learning-oriented feedback in teaching assessment. In A. Selkirk, & M. Tichenor (Eds.), Teacher Education: Policy, Practice and Research (pp.311-338). New York, USA: Nova Publishers
Tang, Y. F. S. (2009). Teachers' professional identity, temporality of narratives and educational change. In S. Gill (Ed.), Exploring Selfhood: Finding Ourselves, Finding Our Stories in Life Narratives (pp.211-239). Brighton, UK: Centre for Research in Human Development, Guerrand-Hermes Foundation
鄧怡勳 (2009)。 教師持續專業發展面面觀輯於黃炳文、吳迅榮和許明輝(主編)《校長專業發展:理論與探索》 (頁59-66)。廣東,中國: 翁源縣科技教育局
鄧怡勳、王燕茵 (2007)。 「專業發展進展圖」── 教學實習評估輯於梁佩雲、張淑賢編《導向學習的評估:教育實務匯編》 (頁124-128)。香港: 香港大學出版社
Tang, S. Y. F. (2006). Professional learning in initial teacher education: The construction of the teaching self in the professional artistry of teaching. In M. B. Klein (Ed.), New Teaching and Teacher Issues (pp.51-72). New York: Nova Science Publishers
Tang, S. Y. F. (2006). Using a professional development progress map to assess field experience. In D. Carless, G. Joughin, N. F. Liu, & et al (Eds.), How Assessment Supports Learning: Learning-Oriented Assessment in Action (pp.153-158). Hong Kong: Hong Kong University Press
鄧怡勳 (2005)。 教師自評、優質教學與專業學習社群的建立輯於《優化課程與教學:校本的策劃、實踐和評估》 (頁8-9)。香港: 聖公會聖雅各小學下午校
Tang, S.Y.F. & Cheng, M.H. (2002)。 Supporting professional development of student-teachers in primary and secondary education: Establishing institute-school partnership《初研文集》 (頁65-74)。香港: 香港初等教育研究學會

Journal Publications
Publication in refereed journal
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
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
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, 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
Tang, S.Y.F. (2015). The creeping of neo-liberal influences into teacher education policy: The case of Hong Kong. The Asia-Pacific Education Researcher, 24(2), 271-282
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. (2015). The creeping of neo-liberal influences into teacher education policy: The case of Hong Kong. The Asia Pacific Education Researcher, 24(2), 271-282
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
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
Tang, S. Y. F. (2011). Teachers' professional identity, educational change and neo-liberal pressures on education in Hong Kong. Teacher Development, 15(3), 363-380
Choi, P.L. & Tang, S.Y.F. (2011). Satisfied and dissatisfied commitment: Teachers in three generations. Australian Journal of Teacher Education, 36 (7), 45-75
Tang, S. Y. F. (2010). Teachers' professional knowledge construction in Assessment for Learning. Teachers and Teaching, 16(6), 665-678
Tang, S.Y.F., Leung, P.P.W., Chow, A.W.K. & Wong, P.M. (2010). A case study of teacher learning in an assessment for learning project in Hong Kong.. Professional Development in Education, 36(4), 621-636
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
Choi, P.L. & Tang, S.Y.F. (2009). Teacher commitment trends: Cases of Hong Kong teachers from 1997 to 2007. Teaching and Teacher Education, 25(5), 767-777
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
Tang, Y. F. S., & Choi, P. L. (2009). Teachers' professional lives and continuing professional development in changing times. Educational Review, 61 (1), 1-18
Ng, S. W., & Tang, S. Y. F. (2008). The challenges and strategies of internationalizing Hong Kong's higher education in a globalized world. International Journal of Educational Reform, 17 (3), 251-269
Cheng, M. M. H., & 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
Tang, S. Y. F. (2008). Issues in field experience assessment in teacher education in a standards-based context. Journal of Education for Teaching, 34 (1), 17-32
Tang, S. Y. F.& Chow, A. W. K. (2007). Communicating feedback in teaching practice supervision in a learning-oriented field experience assessment framework. Teaching and Teacher Education, 23 (7), 1066-1085
Tang, S.Y.F., Cheng, M.M.H. & So, W.W.M (2006). Supporting student teachers' professional learning with standards-referenced assessment. Asia-Pacific Journal of Teacher Education, 34(2), 223-244
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
Choi, P. L., & Tang, S. Y. F. (2005). Role management strategies of beginning teachers in Hong Kong. Teacher Development, 9 (3), 369-387
Tang, S. Y. F. & Choi, P. L. (2005). Connecting theory and practice in mentor preparation: Mentoring for the improvement of teaching and learning. Mentoring and Tutoring, 13 (3), 383-401
Chow, A. W. K., Tang, S. Y. F., & So, K. S. (2004). Mentoring others and developing self: Teacher learning and development. The Asia Pacific Education Researcher, 13(1), 57-86
Tang, S. Y. F. (2004). The dynamics of school-based learning in initial teacher education. Research Papers in Education, 19(2), 185-205
Tang, S. Y. F., & Choi, P. L. (2004). The development of personal, intercultural and professional competence in international field experience in initial teacher education. Asia Pacific Education Review, 5(1), 50-63
Tang, S.Y.F. & Choi, P.L. (2004). The development of personal, intercultural and professional competence in international field experience in initial teacher education. Asia Pacific Education Review, 5 (1), 50-63
鄧怡勳 、 蔡碧蓮 (2004)。 教學實習中的專業學習Education Journal 《教育學報》32 (2),頁61-86
鄧怡勳、蔡碧蓮 (2004)。 教學實習中的專業學習《教育學報》32(2),頁61-86
Tang, S. Y. F. (2003). Challenge and support: The dynamics of student teachers' professional learning in the field experience in initial teacher education. Teaching and Teacher Education, 19(5), 483-498
鄭美紅 、鄧怡勳 (2003)。 透過院校合作促進中小學實習教師的專業發展《教育曙光》47,頁54-61
Tang, S.Y.F. (2002). From behind the pupil's desk to the teacher's desk: A qualitative study of student teachers' professional learning in Hong Kong. Asia-Pacific Journal of Teacher Education, 30(1), 51-66
Tang, S.Y.F. (2002). From the supervisory dyad to the student teaching triad. Asia-Pacific Journal of Teacher Education and Development, 5(2), 47-64
Tang, S.Y.F. (2000). Methodological and ethical issues in employing qualitative research methods in teacher education research. Asia-Pacific Journal of Teacher Education and Development, 3(2), 109-132

Conference Papers
Invited conference paper
Tang, S. Y. F. & Cheng, M. M. H. (2021, 4). 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)
鄧怡勳 (2009,7). 轉變時代中的教師生涯與專業發展:香港的經驗。論文發表於第五屆國際學術研討會「教師生涯規劃與教育專業發展」,台灣
Tang, S.Y.F. (2004, 7). Unfreezing the boundaries of higher education institution and school: The development of a quality teaching force. Invited plenary speech presented at the International Conference on Teacher Education '04, Manila, Philippines
Refereed conference paper
Wong, A. K. Y., Tang, S. Y. F., Li, D. D. Y., & Cheng, M. M. H. (2018, 5). 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
Yuen, C.Y.M. & Tang, S.Y.F. (2017, 12). Linking teacher education with equity education: The case of the Education University of Hong Kong. [Symposium: Laying the foundations for a Global Learning Equity Network.]. Paper presented at the World Education Research Association, WERA 2017 Focal Meeting, 30 November – 2 December in Hong Kong, China
Tang, S. Y. F., Wong, A. K. Y., Li, D. D. Y., & Cheng, M. M. H. (2017, 11). 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
Tang, S.Y.F., Wong, A.K.Y., Li, D.DY., & Cheng, M.M.H. (2017, 5). 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, 4). 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, 11). 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, 11). 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, 7). 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
Tang, S.Y.F., Wong, P.M., Wong, A.K.Y., & Cheng, M.M.H. (2015, 11). 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, 6). 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.
Tang, S.Y.F., Wong, A.K.Y., & Cheng, M.M.H. (2014, 11). 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, 11). 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. M. H., Tang, S. Y. F., & Cheng, A. Y. N. (2010, 12). Defining Professional Development of Student–Teachers: Practicalizing Theoretical Knowledge. 2nd East Asian International Conference on Teacher Education Research, Hong Kong, China
Cheng, M. M. H., Tang, S. Y. F., & Cheng, A. Y. N. (2009, 4). 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.
Tang, S. Y. F. (2008, 9). Teachers' professional identity and educational change. Paper presented at the International Invitational Workshop " Exploring and Understanding Cultural Geographies of Selfhood: A Life Narrative Approach", Brighton, UK
Tang, S. Y. F. (2008, 9). Teachers' professional knowledge construction in assessment for learning. Paper presented at the British Educational Research Association Annual Conference, Edinburgh, UK
Cheng, M. H. M., & Tang, S. Y. F. (2006, 4). 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
Tang, S.Y.F., Cheng, M.M.H. & So, W.W.M. (2005, 7). Supporting teachers' professional learning in a standards-referenced context: The Professional Development Progress Map in a Learning-oriented Field Experience Assessment Framework. Paper presented at the 2005 Annual Conference of the Pacific Circle Consortium, Sydney, Australia
Tang, S.Y.F & .Cheng, M.M.H. (2005, 6). Assessment issues in the use of the progress map. Paper presented at the Learning Oriented Assessment Conference, Hong Kong SAR, China
Tang, S.Y.F. & Chow, A.W.K. (2005, 6). Towards the development of a Learning-oriented Field Experience Assessment (LOFEA) framework. Paper presented at the Learning Oriented Assessment Conference, Hong Kong SAR, China
Tang, S.Y.F., So, W.W.M., Ho, F.C., Cheng, D.P.W. & Leung, H.K. (2005, 6). approaches and learning-oriented assessment in field experience. Paper Presented at the Learning Oriented Assessment Conference, Hong Kong SAR, China
Tang, S.Y.F. & Choi, P.L. (2005, 4). Professional identity at risk: Teacher professional life cycle in an era of excellence and accountability. Paper presented at the American Educational Research Association Annual Conference, Montreal, Canada
Tang, S.Y.F. & Chow, A.W.K. (2005, 4). Communicating feedback in teaching supervision in a Learning-Oriented Field Experience Assessment framework. Paper presented at the American Educational Research Association Annual Conference, Montreal, Canada
Choi, P.L. & Tang, S.Y.F. (2004, 7). Role management strategies of beginning teachers in their professional lives and the impact on their development as a professional. Paper presented at the ICET World Assembly 2004, Hong Kong SAR, China
Tang, S.Y.F. & Choi, P.L. (2004, 7). Putting mentoring into practice. Paper presented at the ICET World Assembly 2004, Hong Kong SAR, China
Tang, S.Y.F. & Chow, A.W.K., (2004, 6). he initiation of an action research study on the trial use of the professional development progress map. Paper presented at the LOAP Conference, Hong Kong SAR, China
Tang, S.Y.F., Cheng, M.H.M. & So, S.W.M. (2004, 6). The development of the professional development progress map to enhance professional learning in field experience in teacher education. Paper presented at the LOAP Conference, Hong Kong SAR, China
鄧怡勳、高寶玉 (2004,3). 課堂學習研究與專業學習社群。發表於第一屆香港校長研討會,香港教育學院,香港
鄧怡勳、蔡碧蓮 (2003,10). 本地及跨文化教學實習中的專業學習。論文發表於第二屆「學校體驗」研討會,香港教育學院,香港
Tang, S. Y. F. (2003, 6). The dynamics of school-based learning in initial teacher education. Paper presented at the 11th Biennial International Conference of the International Study Association of Teachers and Teaching (ISATT), The Netherlands
Tang, S. Y. F., & Choi, P. L. (2003, 6). Professional learning in international field experience in initial teacher education. Paper presented at the 11th Biennial International Conference of the International Study Association of Teachers and Teaching (ISATT), Leiden, The Netherlands
Other conference paper
Tang, S. Y. F. & Cheng, M. M. H. (2019, 9). 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, 7). 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
Tang, S. Y. F., Wong, A. K. Y., Li, D. D. Y., & Cheng, M. M. H. (2018, 11). 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
Cheng, M. M. H., Tang, S. Y. F. & Cheng, A. Y. N. (2010, 12). Defining professional development of student teachers: Practicalizing theoretical knowledge. Paper presented at The 2nd East Asian International Conference on Teacher Education Research, 15-17 December 2010, Hong Kong SAR, China
Tang, S. Y. F. (2010, 12). Recruiting and preparing a quality teaching force: A study of the policy, institutional and structural contexts of intitial teacher education in Hong Kong. Paper presented at The 2nd East Asian International Conference on Teacher Education Research, 15-17 December 2010, Hong Kong SAR, China
Tang, S.Y.F. (2009, 11). Initial teacher education in Hong Kong: Issues and future directions.. Paper presented at the International Conference on Primary Education 2009, 25-27 November 2009, Hong Kong SAR, China
Choi, P. L. J., & Tang, S. Y. F. (2006, 11). Strategies of studying subjective experiences in the genealogies of context. Paper presented at the Annual Conference of the Asia-Pacific Education Research Association International Conference, Hong Kong
Tang, S. Y. F., & Choi, P. L. J. (2006, 11). Teachers' continuing professional development and teacher commitment. Paper presented at the Annual Conference of the Asia-Pacific Educational Research Association International Conference, Hong Kong
鄧怡勳 (2006,4). 教師專業能力的評估:一個教學實習評估研究的啟示。論文發表於「華人社會的教育發展學術研討會」,澳門
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
Choi, P. L., & Tang, Y. F. S. (2005, 7). Teacher education policies: Reactive or proactive to globalization?. Paper presented at the 29th Annual Conference of Pacific Circle Consortium, Australia

Creative and Literary Works, Consulting Reports and Case Studies
Film, video
鄧怡勳、陳穎欣及盧敏玲 (2009)。 《課堂學習研究系列:教好每一堂課——五邑鄒振猷學校個案》(鐳射光碟)。香港: 香港教育學院 院校協作與學校體驗事務處
鄧怡勳、陳穎欣及盧敏玲 (2007)。 課堂學習研究系列:共創專業知識
盧敏玲、蔡碧蓮、鄧怡勳及賴明珠 (2005)。 《專業學習社群的建立:沙田崇真中學》(電腦光碟)。香港: 香港教育學院
盧敏玲、蔡碧蓮、鄧怡勳及馬雪真 (2005)。 《專業學習社群的建立:聖愛德華天主教小學》(電腦光碟)。香港: 香港教育學院
盧敏玲、鄧怡勳、蔡碧蓮及馬雪真 (2005)。 《教學啟導與教師專業發展:聖羅撒書院》(電腦光碟)。香港: 香港教育學院
盧敏玲、鄧怡勳及馬雪真 (2005)。 《邁向專業學習新領域:教學啟導與專業學習社群的建立》 (電腦光碟)。香港: 香港教育學院
Consulting or contract research report
Choi, T.-H., Walker, A., Tang, S. Y. F., Ko, J., & Chiu, C. S. (2018). Report on outsourcing of education in Hong Kong. Hong Kong: the Education University of Hong Kong
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
Cheng, Y. C., Cheung, C. K. A., Ng, S. W., Choi, P. L., Tang, S. Y. F., Yuen, Y. M. C., & Yuen, W. W. T. ( (2008). Report on promoting Hong Kong's higher education service to markets outside the Chinese Mainland.
鄧怡勳、蔡碧蓮 (2005)。 《教師生涯及專業發展個案研討集》。香港: 香港教育學院
Tang, S.Y.F., Lo, M.L., & Choi, P.L. (2004). A Research Report on Mentoring in Teacher Induction in Hong Kong. Hong Kong: The Hong Kong Institute of Education
鄧怡勳、沈顧家慧(編輯) (2002). 《香港教學專業及教師教育政策的持續與轉化研討會報告》. 香港: 香港教育學院
Tang, S.Y.F., Chow, W.K.A., Yu-Wu, Y.W.R., & So, K.S. (2000). Research Report on Institute-school Partnership in Initial Teacher Education: The Development of the Honorary Teaching Adviser Scheme. Hong Kong: The Hong Kong Institute of Education

All Other Outputs
Review of books or of software
Tang, S. Y. F. (2011). Book review on Asian Perspectives on Teacher Education, edited by Shin'ichi Suzuki and Edward R Howe. Asia Pacific Journal of Education (110-114). London: Routledge
Other outputs
Tang, Y. F. S. (2009). Reviewer of a journal article, Asia Pacific Education Review.
Tang, Y. F. S. (2009). Reviewer of a journal article, Teaching and Teacher Education.
Tang, Y. F. S. (2007). Reviewer of journal, Asia Pacific Education Review.
Tang, Y. F. S. (2007). Reviewer of journal, Teaching and Teacher Education.

Project

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
 
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
 
CRAC FEHD Project: Developing digital resources
To develop digital resources for core courses (e.g., Teachers and Teaching in Context)
Project Start Year: 2018, Principal Investigator(s): TANG, Yee Fan Sylvia 鄧怡勳
 
Second Pilot Scheme on HD(ECE) Students’ Participantion in IELTS
After the first round of "Pilot Scheme on HD(ECE) Students’ Participation in IELTS", the second Pilot Scheme continues to support HD(ECE) Year 1 students of 2017 entry to take part in the IELTS test on a voluntary basis. The project aims to understand more about how specific aspects of the IELTS workshop might ehance students’ performance in the IELTS test, which might shed light to help further enrich the current English enhancement programme. In addition, the project is to gather useful and relevant information on students’ performacnce in the IELTS test for the development of future policies in relation to language proficiency for HD students in the long term.
Project Start Year: 2018, Principal Investigator(s): TANG, Yee Fan Sylvia 鄧怡勳
 
A Pilot Scheme on HD(ECE) Students’ Participation in IELTS
This project aims to assess the language needs of HD(ECE) students through getting information about the current situation of students’ English language proficiency in terms of IELTS score. Students were encouraged to take IELTS on a voluntary basis and with prior preparation in IELTS Workshop. The target student cohort was HD(ECE) Year 1 students in 2016 entry. The maximun number of student participants were 27. The workshops were run by CLE. After completion of the IELTS, students could reimburse the exam fee.
Project Start Year: 2017, Principal Investigator(s): TANG, Yee Fan Sylvia 鄧怡勳
 
Global Learning Equity Network (GLEN): Pathways of Individual Hong Kong Teachers at the Education University of Hong Kong (EdUHK)
This project was a part of the Global Learning Equity Network (GLEN) which aimed to reinvent teacher education in the field of learning and role teachers play in addressing issues of learning equity and student success. The first phrase focused on understanding the pathways to becoming professional teachers. We developed a document which highlighted the distinctive aspects of the programmes in nurturing future teachers. The issue of ‘branding’ and the distinctive attributes and capabilities that we tried to instill in our graduates were deliberated. Then, a mapping exercise about the various policy contexts and language issues was conducted to describe the stages between initial teacher education and qualified teacher status at the Education University of Hong Kong (EdUHK). We also conducted individual interviews with course participants from various programmes to provide a holistic understanding of the professional development pathways of individual pre-service and in-service teachers at the EdUHK. The findings of the pathways for professional development were helpful for deepening our understanding of the way in which the central theme of learning equity was pertained to.
Project Start Year: 2017, Principal Investigator(s): YUEN, Yuet Mui Celeste 袁月梅 (TANG, Yee Fan Sylvia 鄧怡勳 as Co-Principal Investigator)
 
State-funded Outsourcing of English Language Education: Does New Education Privatisation Ensure “Quality Education for All” in Hong Kong Secondary Schools?
The study aims to examine and theorize the practice of state-funded outsourcing of English language education (ELE) focusing on its quality and equity, with reference to the Hong Kong context. Many governments have turned to state-funded outsourcing of education (Ed-outsourcing) to enhance the quality and economic efficiency of Education, and ultimately, the competitiveness of their societies (Barrera-Osorio, Guaqueta & Patrinos, 2012). The quality of state-funded Ed-outsourcing, what Burch (2009) termed new education privatisation, however, is disputed in the international literature (Ball and Youdell, 2008). It has also been documented that new privatization techniques have reproduced or even increased disparity in learning opportunities in many contexts (ibid.). Although some concerns related to quality and equity in Ed-outsourcing have been echoed in HK (e.g. the need for quality-control systems) (Chan & Ng, 2015), few, if any, attempts have been made to investigate changes and impacts at the school and government-regulation levels. Thus, this project intends to explore and theorize the emerging phenomenon of providing schools with state funds to buy and integrate third-party services into their delivery of education, focusing on its quality and equity.
Project Start Year: 2017, Principal Investigator(s): CHOI, Tae Hee 崔太僖 (TANG, Yee Fan Sylvia 鄧怡勳 as Collaborator)
 
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
 
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
 
Development of High Quality E/Blended Learning Materials for Honours Project I for Five-Year BEd Programme (Phase I)
This project aims at developing high quality e/blended learning materials for the Honours Project I course of the five-year BEd programme.
Project Start Year: 2014, Principal Investigator(s): (TANG, Yee Fan Sylvia 鄧怡勳 as Co-Principal Investigator)
 
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
 
Pilot Study on the Outcome-based Field Experience Framework
Pilot Study on the Outcome-based Field Experience Framework
Project Start Year: 2012, Principal Investigator(s): YU, Wai Mui Christina 姚偉梅 (TANG, Yee Fan Sylvia 鄧怡勳 as Co-Investigator)
 
Outcome-based Field Experience Framework
Outcome-based Field Experience Framework
Project Start Year: 2011, Principal Investigator(s): YU, Wai Mui Christina 姚偉梅 (TANG, Yee Fan Sylvia 鄧怡勳 as Co-Investigator)
 
Assessment for Learning (AFL) in Secondary Classrooms
The research project is a qualitative study on the practice of Assessment for Learning (hereafter, AFL) in classroom and school in Hong Kong. By examining 12 AFL cases, the project aims to seek understanding of 1. AFL practices in teaching & learning in secondary classrooms; and 2. the conditions at various levels in the school that support / constrain the practice of AFL. It also aims at generating practical significance in terms of insights for putting AFL in practice for teachers and administrators in an era of assessment reform in Hong Kong.
Project Start Year: 2007, Principal Investigator(s): TANG, Yee Fan Sylvia 鄧怡勳
 
Consultancy Study of Promoting Hong Kong's Higher Education Services to Markets Outside the Chinese Mainland
The objectives of the study are: (1) To review the current situation of exportable higher education services in Hong Kong; (2) To analyze the conditions of the target markets (i.e. India, Malaysia, and Indonesia) for Hong Kong's education service providers; (3) To assess the competitiveness characteristics of international competitors (i.e. Australia, UK, Singapore) and the prospect of partnership with overseas partners in offering programs in Hong Kong to students from the target markets; (4) To (a) recommend the most appropriate market entry/recruitment strategies for Hong Kong Education service providers, (b) suggest any areas or policy that will enhance the prospect of Hong Kong's promotion of higher education services in target markets, and (c) recommend to HKTDC on how to promote Hong Kong's exports of education The study is conducted in three phases: “local and overseas field work and data collection”, “analysis and findings” and “final main report” in a period from April 2007 to February 2008.
Project Start Year: 2007, Principal Investigator(s): CHENG, Yin Cheong 鄭燕祥 (TANG, Yee Fan Sylvia 鄧怡勳 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 (TANG Yee Fan Sylvia as Co-Investigator)
 
Crossing the Boundaries for a New Horizon on Module Teaching
The teaching development project consists of three components: 1) Assessment for Learning - We intend to form a team by crossing the boundary of individual modules aiming at revisiting the ways and methods of assessment being used in different modules offered by the EPA Department, and exemplars will be identified for further discussion and appropriation; 2) New modules development - To meet the diverse needs of the students, several new modules, and teaching modes, such as the lecture-tutorial mode, have been proposed. A variety of innovative teaching strategies will be designed with the support of teaching assistants who help produce aids and undertake content research; and 3) Dialogue with paraprofessionals - We plan to arrange a variety of forums and seminars where professionals from different sectors will be invited to have dialogue with us.
Project Start Year: 2006, Principal Investigator(s): PANG I Wah (TANG Yee Fan, Sylvia as Co-Investigator)
 
Teachers' Professional Lives: Managing Professional Roles (Phase 2)
The study aims at understanding the relationship between teacher commitment and teacher identity in the changing contexts of school organization, education policy, teacher policy and the wider social historical environments in Hong Kong. An in-depth study of teachers' professional lives and the strategies they adopted to manage their roles in their career courses illuminates the types of commitment and identity teachers hold. Knowledge and insight gained from the study can inform teacher policy and the planning of teachers' initial and continuing professional education.
Project Start Year: 2006, Principal Investigator(s): CHOI Pik Lin, Jocelyn (TANG Yee Fan, Sylvia as Co-Investigator)