Attributional beliefs of Singapore students: relations to self-construal,competence and achievement goals

This study investigates attributional beliefs of Singapore secondary students in their English study and how they can be predicted by self-construal, competence and achievement goals. A total of 1,496 students were administered surveys on seven attributions, independent and interdependent self-construals, previous achievement, self-efficacy, mastery approach and avoidance goals and performance approach and avoidance goals. We found that Singapore students attributed academic success mainly to internal regulation (effort, interest and study skills), followed by teachers’ help, ability, parents’ help and tuition classes. Hierarchical regression analyses showed that three predictors (self-construal, competence and achievement goals) explained 4.2–12.3% of the variances in students’ attributional beliefs. In particular, students with interdependent self-construal, high competence or mastery goals tended to attribute academic success to internal regulation (effort, interest and study skills) and support from teachers and parents. Students with low competence, high mastery avoidance goals or high performance goals were more likely to value tuition classes, and those with high performance avoidance goals also tended to ascribe academic success to ability and parent’s help. The findings are discussed in relation to the culture of Singapore.     

HEALTH COUNSELING FOR OLDER PEOPLE IN HONG KONG

The benefits of a health counseling service within the Adult Health Promotion Centre (AHPC) in Hong Kong are described and offered as evidence of the benefits of self‐education in health for older people. The health complaints of clients of the AHPC are identified through health checks and screening. In 1980, on the basis of screening and the results of a survey of clients at a health education seminar on what topics they would like information on, health counseling small groups were planned for hypertension, diabetes mellitus, high serum cholesterol, and obesity. Clients were invited to join these health counseling groups, which were led by volunteer nurses. The main focus of the health counseling service was to enhance clients’ knowledge of health and preventative care through individual counseling and peer learning. In line with health promotion and empowerment concepts, clients were encouraged to monitor and record their own health. Health counseling focused on wellness, teaching clients skills that enabled them to take responsibility for their health, increasing their nutritional awareness, teaching them stress management techniques, and promoting physical fitness. The implications for the training of health professionals and the role of older people in health policy development are discussed. Ways of improving health promotion services for older people are suggested.     

From Behind the Pupil's Desk to the Teacher's Desk: A qualitative study of student teachers' professional learning in Hong Kong

This paper presents a qualitative study of student teachers' school-based learning in a teacher education program for secondary school teachers in Hong Kong. Learning to teach is examined through the lens of a personal-professional conceptualization of learning. An in-depth study of two cases of student teachers' professional learning is reported. Research methods used include interviewing, tape-recording supervisory meetings, field observation and document analysis. Through an inquiry into the individual's interaction with pre-training influences, the teacher education program and the teaching practice context in the two cases, this study extends our understanding of student teachers' professional learning in terms of the formation of the teaching self and the process of framing in the action and socio-professional contexts of teaching practice.     

Skills for Life: insights from the new ‘professionals’

This article originates in a networking project that facilitated the coming together of a group of Skills for Life (SfL) teachers from different Further Education (FE) contexts across the West Midlands region of England. The original impetus was to explore and develop a model of Continuing Professional Development (CPD) that was shaped by the needs of SfL teachers. The project created a forum in which the participants were empowered to share their experiences outside their college settings. Through this discursive process a textured picture emerged of similar experiences and common concerns. The congruence of these experiences suggested that, in certain respects, there was a degree of commonality across the various FE institutions the participants were working in, at least in the way that SfL provision was taking place. Furthermore, the data yielded specific insights into the meaning of professionalism for SfL practitioners. Foremost amongst these findings was the sense that the participants felt marginalised and perceived their professional identity as situated on the bottom rung in a hierarchy of subject specialisms. Another important outcome that related to CPD was that through participation in the network project, these teachers reported feeling that despite the managerialised nature of their workplaces, their agency was re‐energised and their sense of themselves as teachers affirmed.