Choi Fung Angela Tam

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. 

• 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.