Week 9 - Cultural (24/03/12)

This week Andrew and I had the opportunity to travel to Guangzhou, which is the capital and largest city of the Guangdong province in the People’s Republic of China. It is also the third largest city in China and is home to around 12.78 million people, including four fellow Stranmillis students, Keith, Dan, Dani and Sophie. Our main agenda for our trip to Guangzhou was to spend some time with the guys and see how they have settled in, as well as experience life in Mainland China, in order to see the similarities or differences between it and Hong Kong and discover why the principle "one country, two systems" exists. 

Although we have lived in Hong Kong for over two months, which is part of the People’s Republic of China, we were still very unaware of what to expect from our visit due to the principle above and so I was a little apprehensive towards the start of our journey. This apprehension was greatly increased with our first encounter with mainland China, as I was stopped at immigrations, trying to explain why we were crossing the border to an officer who spoke little English, while Andrew was ushered on through. Thankfully, after a few confused and then sympathetic looks, I was allowed to enter Mainland China to officially begin our adventure - definitely a little more complex than crossing the border at home. We then boarded a train to Guangzhou East, where we had agreed to meet the guys, as they very kindly offered to share their university accommodation with us for the five days that we planned to stay. 

On board the Pearl River Cruise.

My first impressions of Guangzhou, were completely opposite to how I had first perceived a place in Mainland China would be. Quite naively I was expecting many rice fields and little wooden huts, however Guangzhou is very similar in many ways to Hong Kong. There are many colossal skyscrapers, a huge variety of shops and the train systems are equally as developed. I was also unaware that the variety of western food would be on similar standards with that which we experience in Hong Kong, as every few metres there was a McDonalds or a Starbucks. On the Saturday night, I was especially surprised as we were taken to one of the largest all-you-can-eat buffets in China, which housed food from countries all over the world. It’s safe to say that we definitely were not peckish after our meal. 

Our Motor-taxi transport to the buffet.

Although, we only stayed for five days, it was also obvious that there are many contrasting elements of these two regions. One of the biggest differences between Hong Kong and Guangzhou would be the composition of the multicultural population. In Hong Kong, it is not surprising to come across a large number of people from a variety of different national backgrounds, however it was obvious from the number of people stopping their daily lives to take photographs and videos on their cameras and even approach us for autographs. This to me was very surreal and even though the other Stranmillis students had warned us what to expect, at times I still felt very uncomfortable, unlike Andrew who was gladly soaking up the additional public attention. 

Another difference that became clear to us nearly as soon as we got off the train in Guangzhou East, was the contrast in the general cleanliness of the streets. Everyday, Hong Kong employs around 3800 men and women to keep the streets and surrounding areas clean, which both Andrew and I completely took for granted, as the conditions of the streets here are impeccable. 

An additional factor, which I especially took for granted was the western toilet that you can so frequently find in Hong Kong. This was definitely not the case in Guangzhou, as traditionally Chinese women prefer to use a squat style toilet so that they won’t come in contact with any germs that may exist on toilet seats, even to the extent that they may choose to stand on a western toilet seat and squat.

Common Chinese squat style toilet.

Sign found in many toilets.

These past number of days spent in China, have given both Andrew and I a sense of what the other Stranmillis students are experiencing everyday and it has been so interesting to encounter the cultural similarities and differences between Mainland China and Hong Kong. Although there are many similarities, it is clear to see that the principal “one country, two systems” definitely applies to our adventure in China, even in relation to the language that is most frequently used. On our final day in Guangzhou, we were able to join the guys as they attended their language class, in which they learn how to speak Mandarin and write in Chinese. After the three hour long class, it became apparent to both Andrew and I that we actually could speak more Mandarin than Cantonese, the official Chinese language used in Hong Kong. This is something we hope to change, as we become more and more culturally immersed in our surroundings, which is Hong Kong.

Practicing some Chinese symbols.

On a more personal note, we absolutely loved spending time with Sophie, Dani, Keith and Dan, as we got to celebrate the boys 21st birthday, enjoy loads of great food, thrills at a theme park and on the back of a motor-taxi, as well as relaxing with a foot massage and squeezing in some time for sunbathing...the perfect weekend and we are very much looking forward to the next, as they visit Hong Kong in April. 

Andrew and Dan enjoying their massage.

Enjoying the rides at Chimelong Paradise Theme Park.

21st birthday celebrations with the locals.

Week 8 - Cultural (16/03/12)

Before embarking on my journey to live and study in Hong Kong, many people asked me how I would cope with the language barrier that they perceived I would face here, especially on our teaching placement. To be honest, prior to our departure, I still wasn’t completely sure how I would deal with it, as I knew that on some level English was used as one source of communication but since I was going to a part of China, I was still unaware at the degree of capability that we would experience. This week, through numerous discussions, lectures and research, I have had the opportunity to learn more about the history of languages in Hong Kong and the impacts that they have had on this country and in fact the world. Ong (2012:1) states that, ‘Language is not simply a tool of communication; it defines ethnic, national, cultural and even religious identities as well’. 

A group of our friends, made up of 7 different mother-tongue languages.

Many people are aware that when Britain declared Hong Kong as one of its many colonies in 1842, they established English as the official language and implemented a Western-styled education system. However, after numerous petitions and riots displaying a continuous strengthening of Chinese national identity, Cantonese was made an official language, of equal status with English in 1974. Following the handover of sovereignty from Britain to the People’s Republic of China, in 1997, Hong Kong’s government adopted a ‘biliterate and trilingual’ policy, acknowledging the use and validity of Putonghua (Mandarin), which can be seen and heard throughout Hong Kong on shop signs, buses and trains. Although Chinese can be split into two languages when spoken, i.e. Cantonese and Putonghua, they share the same written form, allowing speakers of both languages a medium to communicate, even if they cannot speak the other language.

Familiar signs written in both English and Chinese.

From first glance at the history of this topic, through a very biased approach, as english is my mother tongue, I felt that it was a beneficial thing for the people of Hong Kong to use English as their first language but I was very naive to the effects that it had and to some extent, continues to have on many generations of Hong Kongers. On one hand, the use of the English language opened up many pathways for international and economic success. However on the other, vast educational inequalities arose creating an “elite” environment for students who attended schools with an English medium of instruction (EMI), in comparison to those who attended Chinese medium of instruction schools (CMI). Cultural discrepancies also developed, as more emphasis was placed on the importance of learning English to succeed professionally, instead of the riches that cultural dialect offered. As humans use language as a way of signaling identity with one cultural group and difference from others, many younger generations began to associate themselves as hong Kong British, instead of Chinese. Tung (2000:27) noted that, ‘Our young people have much to learn about the history of our country. They should find out more about our great cultural heritage’. This issue has been fascinating for me to learn about and it has lead me to think about the official languages of Northern Ireland (English, Gaelic and Ulster Scots) and how they have effected the ethnic, national, cultural and indeed religious identities of the population and in some cases, how they have caused division and segregation of differing communities.

Sign written in English, Ulster Scots and Gaelic.

Also a result of Hong Kong being trilingual, many of the population have obtained the knowledge to speak Cantonese, English and Putonghua and it is clear from chatting with our friends from Hong Kong that they have a thirst to learn more. This has undoubtedly encouraged me to attempt to learn more languages in depth, as I believe that through a country’s language you can access all areas of their culture. 

As Andrew and I have become more familiar with the multicultural society that exists in Hong Kong, we are looking forward to experiencing what Mainland China has to offer, as we are traveling to Guangzhou to spend a few days with the other Stranmillis students. The past two months in Hong Kong have been surreal to say the least, packed full of  opportunities to learn, see and do many new things...and so 它長可能繼續 (long may it continue)!

References:

Ong, K. (2012) A Review of Bilingual Education In Hong Kong, Hong Kong Institute of Education, Tai Po.

Tung, (2000:27) cited in Tollefson, J.W. and Tsui, A. (2004) Medium of Instruction Policies: Which Agenda? Whose Agenda?, Taylor and Francis

Week 7 - Personal (10/03/12)

This time last year I had no idea that I would be studying in Hong Kong, in fact I only found out a couple of months before we departed and so at the end of every week I am continuously amazed that I have had the opportunity to be here but I am also increasingly aware at how little time we actually have left to do all things that we want too.

Hong Kong has many, many tourist attractions that are a definite must see including the number one tourist spot according to the Hong Kong Tourism Board (2012), which is the Peak. Andrew and I, on our mission to see as much as we possibly can during our time here, decided to tackle the crowds in order to see the spectacular views of the surrounding city skyline and Victoria Harbour, which were offered by the Peak. Sunday seemed like a perfectly clear day at ground level of Central and so after lunch with a few  friends, we boarded the Peak Tram, which climbs a very steep 373 metres. Once at the top of the Peak Tower Sky Terrace, we realised that the day we had chosen didn’t seem to be that perfect afterall, as a heavy fog had fallen making it difficult to even see any part of the Hong Kong skyline. However, this has not tainted our experience of the Peak, as we will definitely be back to see the postcard view in real life. 

The difference between the postcard view and ours from the Peak.

Peak Tram climbing up the steep 373 metres.

Another tourist attraction in Hong Kong, has to be the range of street markets that provide both locals and tourists with an extensive array of fashionable products, at a cheaper price depending on your haggling skills. One of the most famous street markets in Hong Kong is Ladies Market, which is situated in Mong Kok and home to thousands of small and unique stalls. I was particularly interested in spending some time here, in order to pick up a few souvenirs and add to my clothing collection. However after a few hours of browsing the stalls we left empty handed, showing clearly the true extent of our bargaining skills. 

Ladies Market, Mong Kok

Both Andrew and I have never been to Asia before arriving in Hong Kong and so this period of international exchange has offered us the opportunity to explore, as Hong Kong is known as an international hub and gateway of access to Mainland China and the surrounding Asian countries. We thought we would take advantage of this and use our free time to travel around the Asian continent making travel arrangements to include short breaks to Guangzhou (to meet up with the other Stranmillis students), the Philippines, Thailand, Beijing and Dubai. 

Chinese Visa

Samuel Johnson once said, “The use of traveling is to regulate imagination by reality, and instead of thinking how things may be, to see them as they are.”  This was one of the reasons why I applied for the international exchange, as I not only wanted to see different parts of the world but I wanted to experience their diverse ways of living, so that this will influence my way of thinking and contribute to my holistic development as a global member of this world. 

References:

Hong Kong Tourism Board (2012) available at http://www.discoverhongkong.com/eng/attractions/sightseeing-guide.html, (accessed 10/03/2012).

Samuel Johnson available at http://matadornetwork.com/bnt/50-most-inspiring-travel-quotes-of-all-time/, (accessed 10/03/2012).

Week 6 - Cultural (03/03/12)

Although we have now resided in Hong Kong for well over a month and at times whilst it feels that we are long term residents, there is still so much about this beautiful and intrinsically diverse country that we have yet to observe, experience and learn about. Throughout the past number of weeks we have had many opportunities to fully immerse ourselves in the unique culture that radiates from the core of Hong Kong. 

Before traveling to Hong Kong, I had a very limited knowledge on the type of culture that would meet me here but one of the major aspects that I have found and one which, I am particularly interested in learning about is religion. Although it is recorded that around 57% of Hong Kongers do not practise any form of religion, this nation still stands on the foundations that religious freedom is a fundamental right that should be enjoyed and respected by all of its residents (Hong Kong Special Administrative Region Government, 2011). As a result of this factor, many religious groups exist throughout the country, including Buddhism, Taoism, Confucianism, Christianity, Islam, Hinduism, Sikhism and Judaism. Personally, I am in awe of this fact and find it particularly refreshing to be situated in a place where different religions are accepted and often used to develop a peace and respect for others, instead of being used as an instrument of political influence or social divide, which has been in the past and continues to be the situation that we experience in Northern Ireland, although not to the same extent now. 

Sik Sik Yuen Wong Tai Sin Temple.

This week alone, we have experienced the notion that Hong Kong is persistent and committed to providing religious freedom for all, as we went to one of its most famous Temples. The Sik Sik Yuen Wong Tai Sin Temple is situated in North Kowloon and provides an open space for the three most popular religions, which are Buddhism, Taoism and Confucianism, to worship and pray for spiritual enlightenment. As we walked around the temple, we were continuously amazed at the breathtaking architecture and colorful designs that can be so obviously linked to the Chinese culture and heritage. This experience lead me to think about the factors that could be linked to our culture and heritage in Northern Ireland. This is an issue that we have been continuously asked about by many of the people whom we have come in contact with and I am becoming increasingly aware of the importance of appreciating and valuing your own culture. I am also starting to believe that the more you learn about different cultures, which exist around the world, the more you learn about your own culture.

Authentic design of the main altar.

As we spent time in this historical temple, we also were able to observe many people in an act of worship as they lit incense, knelt in prayer before the main altar and shook a bamboo cylinder containing fortune sticks.  Andrew and I were informed that people would shake these cylinders, whilst making a wish to their god until one fortune stick fell out, known as the practice of kau cim. This stick was then exchanged for a piece of paper containing a number, which would then be interpreted by a fortune teller, offering the individual worshipper an insight into their future. 

Practising kau cim at the main altar.

Women burning incense at the main altar.

Although I do not share the same religious views that were practiced at the temple, I could not help but be aware of the sheer passion and belief that these people had in their god and how they worshipped with freedom and confidence in the knowledge that they would not offend anyone else. This caused me to reflect on my own personal faith and made me wonder whether I show the same depth of passion and belief in my God, to those observing my life or whether my faith is suppressed in a hope not to offend others. 

Worshipping freely before their god.

Offerings of incense and fruit left as an act of worship.

From experiencing life so far in this country, I am subjected to the impression that Hong Kong’s culture is made up of a rich blend of many other cultures from around the world and indeed lives up to the description that it is a land where “East meets West”. In an act to display the truths of this very statement, the HKIEd International Office arranged a Cultural Dessert Night, allowing all different nationalities the opportunity to share details on their diverse cultures, through a presentation and through something which we all love - dessert! During this night, Andrew and I were able to share a little bit about our own culture and show some of the things that are important to Britain, as well as being able to enjoy a wide range of delicacies originating from over 15 different countries and gain an extensive insight into the cultures that influence and make up the international friends that we have found here. 

Preparing our dessert for the International Culture Dessert Night.

Gandhi (1921) states that ‘No culture can live, if it attempts to be exclusive’ and as Hong Kong thrives on the inclusion of various cultures in one place, it is clear to see that an abundance of life can be experienced here.

References:
Gandhi, M (1921) available at http://www.mkgandhi.org/momgandhi/chap90.htm, (accessed 03/03/2012).

Hong Kong Special Administrative Region Government (2011) available at https://www.gov.hk/en/about/abouthk/factsheets/docs/religion.pdf, (accessed 03/03/2012).

Week 5 - Professional (25/02/12)

The school I will teach in.

Our fifth week at HKIEd was by far one of the busiest and most hectic weeks since we have been here. As part of our Educational Development module, I was required to make a presentation along with my group on a topic of particular interest to us that would account for 30% of our assessment. However, as both Andrew and I were late in arriving to the university and ultimately starting our classes, the topics and groups had already been selected. Thankfully, I was placed in a group with two other girls from Mainland China, who were extremely helpful in sharing their knowledge on the particular issue that they had chosen, which was validating the statement that ‘Educational reforms in Greater China have intensified educational inequalities’.

Presenting our views to the class.

 At first glance this topic seemed completely beyond what I would be able to manage, as I had no real understanding on the educational reforms that existed in China, never-mind the inequalities that they may or may not intensify. However, as I got to grips with this topic through extensive literature and internet research I was able to learn a great deal about the Chinese educational system. On reflection of this assignment, I am aware of the important opportunities of professional development that I was able to participate in and inevitably learn from. 

One of the most important tools when working as a member of a group is communication. I believe that through this experience I was able to develop my talking and listening skills, as I was required to fully participate in conversations and debates surrounding this issue and the information that I had found. Although we partake in many similar assignments at Stranmillis, this presentation differed in the amount of time, as we had to take control of the tutorial class and present for one hour, compared to the 10 minute presentations split between a group of 5 people at home. The presentation was then followed by a one hour-long question and answer session, which I also felt contributed to my professional development in the sense of being able to evaluate the questions which were being asked by the class, in order to assess their understanding of the topic that we had previously discussed. This is a skill that requires constant progression, especially in the education profession as it is necessary to evaluate and assess a child’s understanding, in order to implement strategies which will allow them opportunities to learn in the most effective and efficient way.

The content of the presentation also offered opportunities for professional development, as I was able to increase my knowledge of the education system in Mainland China and Hong Kong. This included learning about the history of education in this country, the various educational reforms that were implemented, their effects and the future proposals for education. The information that I found was extremely interesting and often controversial, which then ushered me to compare it to the education system that we experience in Northern Ireland and reflect on it critically to see what inequality issues may exist and how I, as a prospective teacher could ensure equal opportunities for all students in my classroom to access a broad and balanced curriculum and achieve their full potential.

Although my knowledge on the education system in this country has vastly expanded, it is still only a foundation based on theoretical information, as we have yet to start our teaching practice. But this has given me a great insight into the policies and practices that exist within Hong Kong and Mainland China, which I believe is good preparation for my teaching placement at the Jockey Club Primary School. Also for future placement preparation, Andrew and I visited the learning resources section of the library at HKIEd, which is similar to Stranmillis library, as it provides a wide range of materials that can be used in the primary classroom. Being surrounded by an extensive supply of teaching resources, I could not help but think about the students at home undergoing their school placement. This has made me very excited, as I now eagerly await the opportunity to experience my own school placement in a completely new and diverse environment that is the international classroom. 

Browsing the learning resources with Sharon and Wen.

Week 4 - Personal (18/02/12)

So we have reached the month mark already! It’s hard to believe how quickly time has gone but the more time we spend here, the more it feels like home, as we have begun to adapt to the culture and the way of life of a Hong Konger. Again, the pace of this week is no exception, as we have been kept occupied by preparing for class, meeting with friends and venturing on various sightseeing expeditions. Although, it is through the practice of writing these blogs in the midst of the busyness that I am able to reflect and remember aspects of my journey so far and how they are impacting my personal, cultural and professional development. 

At the beginning of the week, we travelled to Kam Shan Country Park along with the other exchange students, as part of a hike that the International Office here at HKIEd arranged for us. It was an interesting experience to say the least, as we were surrounded by hundreds of wild monkeys for the majority of the trek. I soon became very aware of my fear of wild animals, however it was a great opportunity to bond with some of the home and international students, as well as to enjoy the beautiful mountainous scenery and learn about the history of the area, which included British trenches from World War II. It is through these continuous adventures and observations of new scenery that I am gaining priceless knowledge and firsthand experience in the grandness of this world that we live in and so often take for granted. As a result of this, Andrew and I took the opportunity to book a holiday to Thailand, in order to explore more of this continent. 

Monkeys coming to attack.

International group after the hike.

Hiding in the trench.

Tuesday marked a very special day in many people’s calendar, as they gave and received gifts from loved ones or secret admirers...for Andrew and I, we were both particularly fortunate, as we celebrated this day not on our own but with 13 other people. It was interesting to find out that Valentine’s Day, known as Qīxī Jié in Chinese, has a completely different story to the one which we are told about St. Valentine. It also differs in date, as it takes place on the seventh day of the seventh moon in the Chinese lunar calendar (7th July this year). The Chinese origin of Valentine’s Day is a love story between a cowherd and the seventh daughter of the Goddess of heaven, both characters representing the stars Altair and Vega, who are forbidden to be together but on this specific date from earth’s perspective the constellations meet, symbolizing the importance of the time that you spend with a loved one. It is little nuggets of information like this and many more, which I have learnt and can envisage telling my future class, as I hope that my experiences here will influence my teaching and provide a more interesting way of learning for my pupils.

Celebrating Valentine's Day with friends and pancakes.

The Stranmillis students who will be studying in mainland China arrived in Hong Kong this week and we were eager to spend some time with them to show them around some parts of this country that we have become familiar with. This involved walking around the Kowloon Walled City Park and watching the Symphony of Lights show at Victoria Harbour in Tsim Sha Tsui. It was interesting to hear about some of their fears and expectations of the adventure that they were about to embark on and to realize that actually one month ago, both Andrew and I were in the same position. However, after being here a month it has been beneficial to reflect on how we both have grown as a result of this Hong Kong experience. I have now officially been away from home for the longest period of time, which has allowed me to develop my own independence on the more necessary “grown-up” aspects of life, to which my parents will be overjoyed, such as setting a budget, buying groceries and doing laundry.

Keith, Danni, Sophie and Dan at Victoria Harbour.

Symphony of Lights display at Victoria Harbour.

Hong Kong is renowned for being one of the most diverse and multicultural places in the world. This is particularly evident to us through the extremely diversified group of students, both home and exchange that we have been accepted into, as well as the church that we attend. It is through these newly formed connections and relationships that many of the elements as to how I am developing personally are being influenced, by equipping me for the future and enabling me to better contribute to society, as a more well-rounded global citizen. I also believe that these networks with different people from a range of backgrounds and nationalities have and will continue to benefit me, as I embrace the increasing multicultural society of Northern Ireland and further understand the importance of implementing an inclusive approach in the primary classroom. 

My experience so far has been compiled of many opportunities to grow as a person, whilst developing a greater cultural awareness and an extensive skill base that I can use in the classroom. I believe that through this period of international exchange, I have gained far more personally, culturally and professionally than I ever would have obtained if I would have remained at home. Therefore, I am forever grateful and immensely excited to see what other exciting opportunities lie ahead of us in the next four months. 

Week 3 - Professional (11/02/12)

Working hard in class

‘Teachers will in keeping with the concept of professional integrity assume responsibility for their ongoing professional development as an essential expression of their professionalism.' (GTCNI, 2007:46)

One of the major reasons for taking this once in a lifetime opportunity to live and study in Hong Kong, was to utilize the many chances that it would present for my professional development. Over this past week we have finally began our three modules, which we are studying here at the Hong Kong Institute of Education (HKIEd). All of them are relevantly connected to our degree of Primary Education, which we study in Stranmillis University College as they are; Educational Development: Concepts, Issues and Perspectives, Self and Personal Identities and finally Ethnic Identities, Multicultural Society and Cosmopolitism. Already these three classes have given me an insight into the education system that exists in Hong Kong and the surrounding Asian countries, which I have then been able to compare with Northern Ireland’s education system. 

Researching specific issues addressed in class

The GTCNI (2007:13) states that, ‘Teachers will have developed a knowledge and understanding of contemporary debates about the nature and purpose of education and the social and policy contexts in which the aims of education are defined and implemented.’ This particular competency is addressed in the content of our Educational Development module, as we have looked at the issues of the privatization and marketization of education development in Asia, as well as the effects of democracy on Taiwan’s education system. I have found this particularly interesting, as we are learning about the different forms of education and how they are effected by their country’s government and culture. I believe that through learning about these issues, we are gaining an extensive knowledge base on the importance of education throughout the world. 

The GTCNI (2007:14) also notes that, ‘Teachers will have developed a knowledge and understanding of the need to take account of the significant features of pupils’ cultures, languages and faiths and to address the implications for learning arising from these’. Two of our modules, Self and Personal Identities and Ethnic Identities, Multicultural Society and Cosmopolitism, cater for this particular competency as we have already observed lectures on strategies for developing the holistic child, as well as the importance and purpose of global education within the classroom. 

Presenting our views and experiences of the global classroom

Throughout each of these classes, we have had to interactively participate and engage with the other international and home students when discussing a topic and delivering our ideas and conclusions through presentations. This has required us to work efficiently and cooperatively as group members, which is a desired quality in our teaching profession, as well  as becoming effective communicators. However, as a nation we are renowned for speaking very fast and this has sometimes presented a barrier in our communication with the other students, but through the extensive group work we are learning to speak slowly, clearly and concisely, which will benefit us in our preparation for our teaching placement in the international school. It has become obvious to both Andrew and I, that there is a difference in how the Chinese students respond to their tutors, as they seem reluctant to answer questions, yet talk loudly with their peers over the lecturer. This has caused us to think ahead and to develop strategies which we could implement during our placement in order to tackle this issue.  

Our buddies, Twinkle and Norelle are also studying to be primary teachers and so their information and advice on the education system here in Hong Kong has been invaluable. As they have both studied in Britain during last semester’s international exchange (Twinkle in Manchester and Norelle in Stranmillis), they have been able to compare their own experiences of the differences and similarities of the two education systems, e.g. there is a greater emphasis on student-lead learning in Britain than in Hong Kong, which has allowed both Andrew and I, to gain a clear indication of what to expect from our own Hong Kong placement.

Norelle and Twinkle, our HKIEd buddies

At the end of this week I feel mentally drained, as we have tried to catch up on three weeks of missed work due to our own university examinations. However, this week has also been one of the most interesting, as we have obtained a lot of new information and have been given the opportunity to present how different educational issues relate to our own experiences in Northern Ireland. Joe E. Lewis claims that, ‘You only live once, but if you work it right, once is enough’. As this experience in Hong Kong will only happen once, I want to ensure that through our studying, our teaching placement, the people we meet, the skills we develop and the experiences we have, that they will enrich me both personally and professionally to become the best educator that I can be.

Mong Man Wai Library at HKIEd

References
General Teaching Council for Northern Ireland (GTCNI, 2007) available at http://www.gtcni.org.uk/index.cfm/area/information/page/ProfStandard, (accessed 10/02/12).