Hong Kong secondary geography teachers’ resilience in the testing time of the Covid-19: challenges and adaptations

References

• American Psychological Association. (2022). APA dictionary of psychology. https://dictionary.apa.org/resilience.
   Google Scholar
• Ball, S. J. (2012). Global Education Inc.: New policy networks and the neoliberal imaginary. Routledge.
   Google Scholar
• Biddulph, M., Lambert, D., & Balderstone, D. (2021). Learning to teach geography in the secondary school (4th ed.). Routledge.
   Google Scholar
• Chang, C. H., Wu, B. S., Seow, T., & Irvine, K. (Eds.) (2018). Learning geography beyond the traditional classroom: Examples for peninsular Southeast Asia. Springer.
   Google Scholar
• Creswell, J. W., & Báez, J. C. (2021). 30 essential skills for the qualitative researcher (2nd ed.). SAGE.
   Google Scholar
• Curriculum Development Council. (2007). Geography curriculum and assessment guide (secondary 4 - 6). Author.
   Google Scholar
• Day, C. (2017). Teachers’ worlds and work: Understanding complexity, building quality. Routledge.
   Google Scholar
• Education Commission. (2000). Learning for life, learning through life: Reform proposals for the education system in Hong Kong. Author.
   Google Scholar
• Ferretti, J. (2018). The enquiry approach in geography. In M. Jones & D. Lambert (Eds.), Debates in geography education (pp. 115–126). Routledge.
   Google Scholar
• Fullan, M. (2016). The new meaning of educational change (5th ed.). Teachers College Press; Abingdon: Routledge; Toronto: Ontario Principals’ Council.
   Google Scholar
• Gu, Q. (2017). Resilient teachers, resilient schools: Building and sustaining quality in testing times. In X. Zhu, A. L. Goodwin, & H. Zhang (Eds.), Quality of teacher education and learning (pp. 119–144). Springer.
   Google Scholar
• H.R.H. Princess Laurentien of the Netherlands. (2020). Overcoming education challenges: The coronavirus crisis turns us all into learners. OECD Education and Skills Today. https://oecdedutoday.com/overcoming-education-challenges-coronavirus-learners/.
   Google Scholar
• Healy, G., & Walshe, N. (2020). Real-world geographers and geography students using GIS: Relevance, everyday applications and the development of geographical knowledge. International Research in Geographical and Environmental Education, 29(2), 178–196.
   Web of Science ®Google Scholar
• Hong Kong Geographical Association (HKGA). (2020). Survey on Online Teaching and 2021 HKDSE Geography: Interim Report. http://www.hkga.org/site/sites/default/files/file/news/HKGA%20Online%20Survey%20Interim%20Report%20%2820200901%29.pdf.
   Google Scholar
• Kidman, G., & Chang, C.-H. (2021). Restrictions on international travel and what this means for geographical education. International Research in Geographical and Environmental Education, 30(3), 181–183.
   Web of Science ®Google Scholar
• Lam, C. C. (2014). The role of quality assurance system in the implementation of curriculum reform. In C. Marsh & John C. K. Lee (Eds.), Asia’s high performing systems: The case of Hong Kong (pp. 307–319). Routledge.
   Google Scholar
• Lam, C. C., & Lidstone, J. (2007). Teachers’ cultural differences: Case studies of geography teachers in Brisbane, Changchun and Hong Kong. Asia Pacific Education Review, 8(2), 178–193.
   Web of Science ®Google Scholar
• Lam, C. C., & Wong, N. Y. (2017). Curriculum reform in Hong Kong: Why, how, what and where it heads for? In T. K. C. Tse & M. H. Lee (Eds.), Making sense of education in post-handover Hong Kong (pp. 112–126). Routledge.
   Google Scholar
• Lam, C. C., Ho, E. S. C., & Tsang, W. K. (2020). The current state and prospect of curriculum reform in Hong Kong since 2001: The views of secondary school teachers and principals. Education Journal, 48(1), 1–21.
   Google Scholar
• Lee, W. O. (1996). The cultural context for Chinese learners: Conceptions of learning in the confucian tradition. In D. Watkins & J. Biggs (Eds.), The Chinese learner: Cultural, psychological and contextual influences (pp. 25–41). Comparative Education Research Centre; Melbourne: Australia Council for Educational Research.
   Google Scholar
• Leung, S. K. Y. (2020). Teachers’ belief-and-practice gap in implementing early visual arts curriculum in Hong Kong. Journal of Curriculum Studies, 52(6), 857–869.
   Web of Science ®Google Scholar
• Masten, A. S. (1994). Resilience in individual development: Successful adaptation despite risk and adversity: Challenges and prospects. In Educational resilience in Inner City America: Challenges and prospects (pp. 3–25). Lawrence Erlbaum.
   Google Scholar
• Sahlberg, P. (2016). Finnish schools and the global education reform movement. In J. Evers & R. Kneyber (Eds.), Flip the system: Changing education from the ground up (pp. 162–174). Routledge.
   Google Scholar
• Sahlberg, P. (2020). Will the pandemic change schools? Journal of Professional Capital and Community, 5(3/4), 359–365.
   Web of Science ®Google Scholar
• Schleicher, A. (2020). The Impact of Covid-19 on education insights from education at a glance. OECD. https://www. oecd. org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020. pdf.
   Google Scholar
• World Health Organization. (2021). WHO Coronavirus (Covid 19) Dashboard. https://covid19.who.int/.
   Google Scholar