This longitudinal study examined the interactive effects of individual- and classroom-level teacher-child relationships on developing externalizing, internalizing, and prosocial behaviors in kindergarten children over time. On two occasions separated by about 1 year, data were collected from 473 kindergarten children (52% boys, M[subscript age] =…

School-based mentoring programmes in which teachers act as mentors have the potential to offer a non-stigmatizing and developmentally appropriate source of support for secondary school students. However, the experience of teacher-mentors is under-researched, particularly in Hong Kong. Fifteen mentors participating in a school-based mentoring…

This study aimed to examine university students' perceptions of teacher care overall and in the three constructs of pedagogical care, holistic care and relational care, to consider their inclusion in quality enhancement models. Quantitative research using self-administrated online survey was conducted with undergraduates in Hong Kong, Macau,…

This study investigated how children's social and emotional learning (SEL) might reflect their teachers' social and emotional teaching (SET) by means of social learning. To this end, the research team conducted 20 videotaped observation sessions of four teachers' SET and 71 children's SEL during whole-group instruction in four kindergarten…

Background: The school is one of the most salient developmental contexts for children. However, little is known about the associations linking the school environment to child adjustment in a non-Western context, not to mention the potential processes that may mediate these associations. Aims: This study examined the associations of school- and…

Engaging students as partners (SaP) is an approach promoting meaningful pedagogical relationships in higher education. Scholars have called for more culturally situated research on SaP that compares Anglophone countries with other contexts. In response, we conducted an exploratory qualitative study by interviewing 36 undergraduate students from…

Dialogue journals are written conversations in which two partners communicate regularly. When practiced between a teacher and student, dialogue journaling has the potential to engage students in writing, and can lead to improved teacher-student rapport. In this "Innovations in Practice" article, we evaluate the use of structured dialogue…

In the post-pandemic period, an increasing number of students have been using online learning environments, as students find them more convenient and feel less academic pressure. However, some students are comparatively disadvantaged due to their lack of access to a fast network or a powerful computer to attend online classes. Consequently,…

Interpersonal teacher behaviour refers to the teacher-student interactions in the classroom. One way to measure these interactions is through the Questionnaire on Teacher Interaction (QTI), which is based on the Model for Interpersonal Teacher Behaviour (MITB). This study examined the structure of the Chinese version of the QTI (C-QTI) among a…

This paper investigates the making and governing of Hong Kong teachers along and beyond a Foucauldian governmentality lens, untangling how the three technologies along neoliberalism, Confucian thesis, and affective dimensions play with and against one another in conducting the conduct of teachers. Through a discourse analysis of 27 local teachers'…

This paper addresses Hong Kong Chinese undergraduate students' conceptions of teacher care informed by their experiences of teacher-student relationships within university context. Utilising the concept of teacher care from Nodding's (1984) ethics of care from a Confucian-Vygotskian perspective, this research considers emergent themes of teacher…

There is an increasing focus on relationship-rich education and relational pedagogies in higher education. Engaging students as partners (SaP) to nurture values-based pedagogical relationships is one such approach, yet it is contested with limited research outside of Anglophone countries. To advance a collective understanding of SaP as a global…

Given that existing research on teacher assessment literacy has focused on teachers' ability to evaluate students' "academic" achievements, this study aims to develop a conceptualization of teachers' assessment literacy in holistic competencies. Guided by four dimensions of teacher assessment literacy (knowledge, attitude, practice,…

In multicultural education, empathy has been regarded as an essential teacher disposition that enables teachers to better understand culturally and linguistically diverse (CLD) students through perspective-taking. However, less is known about the mechanism that underlies how empathy fosters teachers' competence in supporting CLD students, i.e.,…

Feedback seeking research envisages pro-active student roles in feedback processes but students seem to hesitate to seek feedback from their teachers despite the potential benefits it offers. Appreciating variation in students' experiences of feedback seeking is crucial for understanding this issue. This phenomenographic interview-based research…