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Personal profile


Tam, A. C. F. (2022). Transforming preschool language teachers’ beliefs of implementing play-based learning in a professional learning community. International Journal of Early Years Education.


Tam, A. C. F. (2022). Students’ perceptions of and learning practices in online timed take-home examinations during Covid-19. Assessment & Evaluation in Higher Education, 47 (3), 477-492.


Tam, A. C. F. (2021). Undergraduate students’ perceptions of and responses to exemplar-based dialogic feedback.  Assessment & Evaluation in Higher Education. 46(2), 269-285. 


Tam, A. C. F. (2021). Challenges arising from dissonant views about trilingual education in an early childhood context. International Journal of Bilingual Education and Bilingualism, 24:7, 990-1010.


Tam, A. C. F. (2019). Conceptualizing distributed leadership: Diverse voices of positional leaders in early childhood education. Leadership and Policy in Schools, 18(4), 701-718. 


Tam, A. C. F. (2016). The romance and the reality between pre-service teachers’ beliefs about the potential benefits of a short-term study abroad programme and their practices. Teachers and Teaching: Theory and Practice, 22(7), 765-781.


Tam, A. C. F. (2015). The role of a professional learning community in teacher change: A perspective from beliefs and practice. Teachers and Teaching: Theory and Practice, 21(1), 22-43.


Tam, A. C. F. (2015). Exploring teachers’ beliefs about teacher learning in professional learning communities and their influence on collegial activities in two departments. Compare: A Journal of Comparative and International and Education, 45(3), 422-444. 

Research interests

  • Teaching and learning: Chinese Language & Putonghua education; biliteracy and trilingual education; early childhood education; teaching Chinese as a second language; using Putonghua as the medium-of-instruction; L2 writing; play-based learning.
  • Curriculum and assessment: school-based curriculum development and assessment for learning; teamwork, take-home examination, school-based assessment.
  • Feedback literacy: exemplar-based dialogic feedback; students' engagement in and use of feedback; internal feedback generation and feedback processes.
  • School leadership and management: curriculum leadership of department heads and administrators;
  • Teacher development: professional learning communities, teachers’ beliefs.

Expertise related to UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):

  • SDG 4 - Quality Education

Education/Academic qualification

Certificate, State Language & Writing Commission

Doctorate, The Chinese University of Hong Kong

Master, The Chinese University of Hong Kong

Postgraduate Diploma, The Chinese University of Hong Kong

Bachelor, The University of Hong Kong


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