Short Bio
Dr. SUN is an Assistant Professor at the School of Education. She got her Doctoral degree majoring in Early Childhood Education from The Education University of Hong Kong. Before that, she worked as a college lecturer at Qujing Normal University for nearly 5 years in Mainland China. She taught many courses in pre-service and in-service teachers’ training programmes, including Foundations of Education, Pre-school Education, Curriculum and Pedagogy in Early Childhood Education, Language / Health / Society / Science Education in Kindergarten, etc. Her research interests cover a range of topics in education, including early language and literacy development and learning, teaching and learning in the early years, teaching and learning in university, teachers’ beliefs and professional development, etc.
Publications
Elected Funding Projects
2019 Sun, C.R., & Ho, K. L. (2019). Practicing what they preach: Relationship between student teachers’ beliefs and practices on early Chinese literacy instruction. Macao Foundation (MF/2019/45).
2018 Sun, C.R., Cheung, H. P. R., & Zou, S. J. (2018). An investigation of Kindergarten Teachers’ beliefs and practices of Chinese early literacy Instruction. Yunnan.
2013 Blaise, M., Leung, W.M.V., & Sun, C.R. (2013). Working with partial perspectives: De-colonising and de-imperializing research in the early years. Hong Kong.
2011 Ding. X.D., Zhou, J. D., Yin, M., Gao, Q., Wen, Y. L., & Sun, C.R. (2011). An investigation of early childhood education development in Yunnan. Yunnan.
Book Chapter
Hu, X., Yelland, N., Leung, W. M. V., Liang, Y., Sun, C. R., & Graham, C. R. (2024). Integrating digital technologies during the COVID-19 kindergarten suspension period in Hong Kong. In I. R. Berson, W. Luo, C. Dong, & M. J. Berson (Eds.), Digital Technologies and Early Childhood in China: Policy and Practice. A Volume in I. R. Berson & M. J. Berson (Series Eds.), Research in Global Child Advocacy. Information Age Publishing.
Journal Publications
Sun, C. R. & Ho, K. L. C. (2023). Relationship between student teachers’ beliefs and practices on early Chinese literacy instruction. Universal Journal of Education Research, 11(4), 67-75.
Tam. P. C. P., & Sun, C.R. (2021). Transforming struggling reform implementers into effectual reform agents: Hong Kong preschool teachers’ voices on process drama. Youth Theatre Journal, 35(1-2), 141-154.
Blaise, M., Leung, W. M. & Sun, C.R. (2013). Views from somewhere: situated knowledge and partial perspectives in a Hong Kong kindergarten classroom. Global Studies of Childhood, 3(1), 12-25.
Sun, C.R. (2012). The situation and problems of early childhood development in Yunnan---A case study in Wuhua district in Kunming. Education Teaching Forum, 16, 124-125. (In Chinese)
Sun, C.R. (2012). The cause analysis of the school-age children’s absence from kindergartens in Yunnan and the countermeasures. Education and Teaching Research, 3, 122-125. (In Chinese)
Sun, C.R. (2011). Development of rural preschool education under the background of new rural socialist construction. Journal of Qujing Normal University, 30(5), 122-124. (In Chinese)
Sun, C.R. (2008). The main achievements and problems of early moral education after reform and open in China. Cultural and Education Material, 6, 153-155. (In Chinese)
Conference Presentations / Papers
Blaise, M., Leung, W.M.V., & Sun, C.R (2013). Views from somewhere: situated knowledge and perspectives in a Hong Kong Kindergarten classroom. Paper presented at the Pacific Early Childhood Education Research Association 14th Annual Conference, Korea.
Sun, C. R. (2014). Truth and power: reflections on Chinese early literacy education in China and evidence from the interviews of a kindergarten teacher. Paper presented at the Pacific Early Childhood Education Research Association 15th Annual Conference, Bali.
Sun, C. R. (2015). Teachers’ beliefs and practices of Chinese literacy learning in kindergarten. Paper presented at the International Postgraduate Research Conference and Summer School in Education, Humanities and Social Sciences 2015, Hong Kong.
Sun, C. R. (2018). Kindergarten Teachers’ Beliefs about Their Readiness for Early STEM Education----Comparison between East and West in China. Paper presented at the 2018 Spring Annual Conference of The Comparative Education Society of Hong Kong (CESHK), Hong Kong.
Sun, C. R. (2018). Chinese Children’s Images of the Ideal English Teacher. Paper presented at the International Conference on English Language Education in the Chinese Context, Hong Kong.
Sun, C. R. (2019). A Comparison of Early Childhood Language Education Curriculum Between Hong Kong and Macao. Paper Presented in The 6th Cross-Straits and Hong Kong-Macao Comparative Education Forum. Macao.
Sun, C. R. (2019). Kindergarten Teacher’s Beliefs about Chinese Early Literacy Instruction. Paper Presented at The 20th Pacific Early Childhood Education Research Association International Conference. Taipei.
Ieong L. S. & Sun. C. R. (2021). Kindergarten Teachers' Attitudes towards Inclusive Education: Perspectives from Macau. Paper presented at 21st PECERA International Conference. Wellington: New Zealand.
Sun, C. R.(2021). A Small Action Research of Using Flipped Classroom Approach to Supporting Diversity Students’ Learning in University. Paper presented at the International Conference on Learning and Teaching 2021. Hong Kong. (Online Presentation)
Sun, C. R. & Ho, K. L.(2022). Relationship Between Preservice Teachers’ Beliefs and Practices about Teaching Chinese Literacy in Kindergartens: Perspectives from Macao. Paper accepted to present in 72nd OPEM World Assembly and Conference. Athens: Greece.(Accepted)
Tong, M. K. & Sun. C. R. (2022). An Action Research on Supporting Children's Chinese Literacy Learning by Using the Method of Visualization. Paper presented in the 7th International Conference on Teaching Chinese Second Language. Hong Kong. (Online Presentation)
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Modules
Year 1 Doctorate
This Module provides an initial experience of supervised research work where students will work with their intended supervisor in a collaborative tutorial model that resembles the practice of Thesis Supervision. During the Module the intended supervisor will guide the student trough multiple meetings (up to 15) during a full academic year The students will conduct autonomous research that should result in a preliminary literature review, research contextualisation and a thesis proposal completely finished and prepared to be submitted to the Foundation Year Final thesis proposal review and assessment instances.
Year 1 PGDE
This module introduces key aspects and issues in school and curriculum management and leadership, including the complementary nature and purposes of management and leadership and the contrasting ways in which they influence group dynamics, roles, norms, authority, active collaboration and change. Through this module students will develop greater awareness of the roles of management and leadership in the collective creation of spaces for continuous learning at different levels within a school.
This module will begin by exploring the needs and characteristics of kindergarten pupils, in particular how to create a secure and stimulating learning environment for early years learners. Then the key theoretical perspectives in childhood teaching will be discussed and how to develop age appropriate learning objectives and outcomes. In addition, the development of teaching material and methods suitable for the engagement of early years learners will be described as well as the application of suitable assessment methods which can effectively cover the full range of kindergarten pupils’ learning abilities. Finally, the role of parents and family in supporting the learning of kindergarten pupils will be discussed as well as relationships with the wider community.
這個課程讓學生對某一課題作出相應的策劃、開發和評估，從而對整體課程作評估以及政策分析。課程介紹了一些重要的問題，課程規劃與發展模式。並延伸考慮課程規劃，確定課程的宗旨和目標，選擇和組織內容以及其他學習資源，以配合不斷變化和發展的課程。此外，還會對整體課程規劃作考察；評估和記錄，並對不同標準的時間框架，從長遠規劃，至每週，或每天作具體的備課。好讓對評估學生在學習上有更好的技能和能力的知識。
這個課程將探索幼稚園學生的特點，尤其是如何建立早期學習的學習環境。並在早期學習教育的重要理論觀點進行討論，以及如何開發適合各年齡層的學習目標和成果。此外，說明早年學習發展的教材，適當的評估方法，以及有效涵蓋所有幼稚園學生的學習能力之應用。最後，父母和家人對幼稚園學生學習的的支持。
Year 1 Bachelor
This module is designed to provide an introduction to teaching as a profession. It will assist students in developing awareness about the qualities, roles, responsibilities and challenges required to effective teaching and educational services. As a foundational course, it also offers a variety of perspectives on education. Students will examine current and historical, philosophical, social and ethical issues relevant to education and teaching. Students will start creating a professional portfolio over the module.
This course is designed to introduce prospective teachers the language, the logic and the elements of research, in order to make them capable of conducting their own small-scale research projects at class and school level.
The emphasis is on methodologies and techniques that are relevant and commonly used within the field of education. Three small-scale research methodologies, namely case studies, action-research, and ethnography are reviewed. After becoming conversant with the language and the process of research, students are expected to learn by doing.
This module addresses a number of fundamental questions of current debates around pedagogy, teaching and effective ways of enhancing student learning in educational settings. Major educational theories concerning the learning process and their implications for the instructional process will be investigated. A wide variety of different types of educational theories and concepts that are relevant to educational issues and their impact on education will be covered.
Year 2 Bachelor
In this module students will develop awareness of the most salient models of curricular organization and respective practices concerning curriculum design, development and evaluation. The emphasis will be placed in the role played by schools and teachers in developing, implementing and evaluating the curriculum. The module aims at promoting student's acquisition of adequate knowledge in the field of Curriculum Theory as to provide them with the conceptual tools required both to design a curriculum at school level and to develop a reflective stance towards the curricular debate.
Year 3 Bachelor
This module aims to assist students to understand the integrative approach that oversees the construction of curricula of early years education. Central to the module is the establishment of links between learning and the integral development of the child, and the significance of building the curriculum around across disciplinary themes. The effective interplay between the learning domains of arts, languages, mathematics and science, and health and physical education, valuing the curiosity of children and their need to play and complement learning experiences with joy are the backbone of the module.
This module will focus on the didactics of language and communication for infant education. Students will learn how to plan and implement a variety of activities targeted to support children to develop essential foundational language and communication skills through dramatic play, interactive storybook reading, songs, videos, games and social interactions, following a transdisciplinary approach. Students will learn how to provide children with the language and literacy skills they need to enter primary education ready to read and write.
This module will focus on the didactics of language for primary education. Students will learn how to plan and implement a variety of strategies, methods and techniques targeted to facilitate children’s language and literacy development and enrichment. It follows a constructivist and transdisciplinary approach where students are encouraged to actively engage in constructing meaningful language learning opportunities for children rather than the conventional teaching. Students will learn how to provide children with mastery of the language and literacy skills needed to enter secondary education.
Year 4 Bachelor
This specialism aims to develop a reflective and creative approach to teaching literature and drama that motivates children’s entusiasm for learning. The module will focus on the role and value of using play and drama to foster children’s development of verbal and non-verbal language, motor skills and peer interaction.
It shall equip students with a reflective understanding of children’s literature, specially regarding the presence of stereotypes and fixed mindsets in classical children’s books, which are of questionable value at present.
In this first practical module students will commence their teaching practice. After a period of observing the lessons of experienced class teachers, students will then begin to work with small groups of pupils on classroom activities in collaboration with an experienced class teacher. The student will also assist an experienced class teacher in the basic administrative tasks required of a class teacher. Supervision of the student will be conducted collaboratively between the school, an experienced class teacher and a university tutor.
In this practical module students will continue their teaching practice. Students will further develop their skills and experience in developing lesson plans and learning activities. The student will work with the entire class and learn how to promote a safe and supportive learning environment for all pupils to facilitate their learning. Supervision of the student will be conducted collaboratively between the school, an experienced class teacher and a university tutor.
In this final practical module students will complete teaching practice. In this module, students will be expected to take the lead responsibility for teaching, whilst still under the supervision of an experienced class teacher and a university tutor. Students will utilise the skills and knowledge acquired in taught modules together with their previous teaching practice to independently planning teaching and learning for a whole class. This will include the selection of appropriate teaching methods and assessment strategies to enhance student learning as well as consolidating their skills in managing the learning dynamics and interactions in the classroom.
In this first practical module students will commence their teaching practice. After a period of observing the lessons of experienced class teachers, students will then begin to work with small groups of pupils on classroom activities in collaboration with an experienced class teacher. The student will also assist an experience class teacher in the basic administrative tasks required of a class teacher. Supervision of the student will be conducted collaboratively between the school, an experienced class teacher and a university tutor.
In this practical module students will continue their teaching practice. Students will further develop their skills and experience in developing lesson plans and learning activities. The student will work with the entire class and learn how to promote a safe and supportive learning environment for all pupils to facilitate their learning. Supervision of the student will be conducted collaboratively between the school, a senior class teacher and a university tutor.
In this final practical module students will complete teaching practice. They will be expected to take the lead responsibility for teaching, whilst still under the supervision of an experienced class teacher and a university tutor. Students will utilise the skills and knowledge acquired in taught modules together with their previous teaching practice to independently planning teaching and learning for a whole class. This will include the selection of appropriate teaching methods and assessment strategies to enhance student learning as well as consolidating their skills in managing the learning dynamics and interactions in the classroom.
Year 4
This module builds upon Chinese I (Infant Education). The module intends to consolidate the students’ preparation to master children's language development in areas such as theories of language development, stages of language development and activities of language development. The module will introduce contemporary approaches, methods and tools in Chinese language teaching and learning.
