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Dr CHAN, Kennedy K. H.

Dr CHAN, Kennedy K. H.


Master of Education Science Education Specialism Co-ordinator
Post-graduate Diploma of Education Course Co-ordinator (Biology)

Associate Professor

Academic Unit of Teacher Education and Learning Leadership


[javascript protected email address]


(852) 2859 2541


Room 313, Runme Shaw Building

Research Expertise

  • Science Education
  • Teacher Education and Development

Prospective PhD/ EdD/ MPhil Applications

​I am available to supervise PhD/EdD/MPhil students and would welcome enquiries for supervision.

Research interests: 


Teacher expertise (Pedagogical Content Knowledge, Teacher Noticing); Use of video in teacher education; Innovative iology teaching; Formative assessment; Dialogic teaching


My research focuses on science teachers' professional knowledge and practices. I am interested in expertise in science teaching as well as how classroom videos can be used as a tool to promote science teacher professional learning and development. Key issues include: 


  1. What is the nature and content of the situational and dynamic aspects of science teaching expertise? 
  2. How can video-based instruments be used to capture and characterise science teaching expertise?
  3. How can the situational and dynamic aspects of teaching expertise be promoted in science teachers? 
  4. What are exemplars of innovative practices in secondary biology teaching? 


I have used a number of theoretical constructs to unpack and characterise the dynamic and situational nature of teaching expertise of science teachers. These include pedagogical content knowledge (PCK), teacher noticing, usable teacher knowledge, situation-specific skill, responsiveness, technological pedagogical content knowledge (TPACK). I  situate my work in literature on PCK, TPACK, teacher noticing, formative assessment and dialogic/responsive teaching.

(1) Teaching Awards: 

  1. University Grants Committee (UGC) Early Career Teaching Award Finalist 2019
  2. Faculty Team Teaching Award 2018-2019
  3. University Teaching Feedback Award 2017-2018
  4. University Early Career Teaching Award 2017-2018
  5. Faculty Early Career Teaching Award 2016-2017
  6. Faculty Team Teaching Award 2016-2017
  7. Faculty Teacher Effectiveness Awards (Undergraduate)  2015-16 The University of Hong Kong (Faculty of Education)

(2) Research Awards:

  1. Young Scholar Award (East-Asian Association for Science Education)
  2. Best Paper Award (East-Asian Association for Science Education) 
  3. PCK summit II invited participant 
  4. International Science Education Conference (ISEC)-Springer Best Paper Award (Student Category) International Science Education Conference Singapore 2014
  5. Sir Edward Youde Memorial Fellowships (For Postgraduate Research Students) Sir Edward Youde Memorial Fund

(3) Academic awards:

  1. Tao Ping-kee Prize in Science Education The University of Hong Kong (Faculty of Education)
  2. Lee Chung Yin Jubilee Prize in Zoology The University of Hong Kong (Faculty of Science)
  3. Chan Kai Ming Prize The University of Hong Kong (Faculty of Science)

(4)  Fellowships:

  1. Fellow of The Higher Education Academy
  2. Doris Zimmern HKU-Cambridge Hughes Hall Fellowship (2020)
  3. Teaching Exchange Fellowship (2019)
  4. Hong Kong PhD Fellowship (2011-2014)
  1. Promoting video-based teacher professional development in Hong Kong. Bei Shan Tang Foundation, Janu 2021 to August 2023. $926,250
  2. Investigating the development of responsive teaching ability in pre-service science teachers: A video-based teaching intervention. General Research Fund, Research Grant Council, Project No.: 17611620. ($351,437)
  3. Promoting effective use of practical work in senior secondary Biology classrooms through cognitively demanding practical work and video analysis of teaching practices, Quality Education Fund. August, 2021 to July 2023 ($1,883,800)
  4. Exploring the use of new video technologies to leverage pre-service teachers’ observation experience in teaching practicum, Teaching Development Grant, Sept 2018 to June 2020 ($217,500)
  5. Use of a video-based approach to enhance dynamic pedagogical content knowledge development in pre-service science teachers. Early Career Scheme, Research Grant Council, Project No: 27608717. January, 2018 to June, 2020 ($701,260). 

(1) Teacher Expertise: 

  1. Yeh, Y.F., Chan, K.K.H.* & Hsu, Y.S. (accepted). Toward a framework that connects individual TPACK and collective TPACK: A systematic review of TPACK studies investigating teacher collaborative discourse in the learning by design process. Computers & Education. *Corresponding author 
  2. Kind, V., Park, S., Chan, K.K.H. (accepted) Science teacher professional knowledge and its relationship to high-quality science instruction In J. Luft & G. Jones (Eds.), Handbook of Research on Science Teacher Education. 
  3. Chan, K.K.H. (accepted) Using classroom video-based instruments to characterise pre-service science teachers’ incoming usable knowledge for teaching science. Research in Science and Technological Education
  4. Chan, K.K.H., Xu, L., Cooper, R., Berry, A., & van Driel, J.H. (2021). Teacher noticing in science education: Do you see what I see? Studies in Science Education, 57(1), 1-44.  <> 
  5. Lam, D.S.H., & Chan, K.K.H.* (2020). Characterising pre-service secondary science teachers’ noticing of different forms of evidence of student thinking, International Journal of Science Education, 42(4):576-597 <>  
  6. Seah, L.H., & Chan, K.K.H. (2020). A case study of a science teacher’s knowledge of students in relation to addressing the language demands of science, International Journal of Science and Mathematics Education. <>
  7. Carlson, J., Daehler, K., Alonzo, A. C., Barendsen, E., Berry, A., Borowski, A., …Chan, K.K.H. ... Wilson, C. D. (2019). The Refined Consensus Model of pedagogical content knowledge in science education. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning PCK in Teachers’ Professional Knowledge (pp. 77-92). Singapore: Springer.
  8. Chan, K.K.H., & Hume, A. (2019). Towards a consensus model: Literature review of how science teachers’ pedagogical content knowledge is investigated. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning PCK in Teachers’ Professional Knowledge for Teaching Science (pp. 3–76). Singapore: Springer.  <>   See this <link> for the comic version.
  9. Chan, K.K.H., Rollnick, M., & Gess-Newsome, J. (2019). A grand rubric for differentiating the quality of science teachers’ pedagogical content knowledge. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning PCK in Teachers’ Professional Knowledge for Teaching Science (pp. 251–269). Singapore: Springer. <>
  10. Kind, V., & Chan, K.K.H. (2019) Resolving the amalgam: Connecting pedagogical content knowledge, content knowledge and pedagogical knowledge. International Journal of Science Education, 41(7):946-978 <>
  11. Yip V.W.Y., & Chan K.K.H. (2019) Teachers’ conceptions about STEM and their practical knowledge for STEM teaching in Hong Kong. In: Hsu YS., Yeh YF. (eds) Asia-Pacific STEM Teaching Practices (pp. 67–81). Springer, Singapore.
  12. Chan, K.K.H., Yeh, Y.F., & Hsu, Y.S. (2019). A framework for examining teachers’ practical knowledge for STEM teaching. In: Hsu Y.S., Yeh Y.F. (eds) Asia-Pacific STEM Teaching Practices (pp. 39–50). Springer, Singapore.
  13. Chan, K.K.H., & Yung, B.H.W. (2018) Developing pedagogical content knowledge for teaching a new topic: More than teaching experience and subject matter knowledge. Research in Science Education. 48(2): 233-265  <>
  14. Chan, K.K.H., & Yung, B.H.W. (2015). On-site pedagogical content knowledge development. International Journal of Science Education37(8):1246-1278 <>
  15. Chan, K.K.H., & Yung, B. H.W. (2018) Pedagogical content knowledge development in experienced biology teachers in their first attempts at teaching a new topic. In J. Yeo, W. T, Tang & K. S. Tang (Eds). Science Education Research and Practice in the Asia-Pacific Region (pp.197-214). Singapore: Springer. <>


(2) Use of Videos in Teacher Education:

  1. Chen, G., Chan, C. K. K., Chan, K. K. H., Clarke, S. N., & Resnick, L. B. (2020). Efficacy of video-based teacher professional development for increasing classroom discourse and student learning. Journal of the Learning Sciences,
  2. Chan, K.K.H., Yu, S.K.K., & Sin, R.K.H. (accepted). Using student actors and video-mediated reflection to promote pre-service teachers’ ability to enact responsive teaching. Innovations in Science Teacher Education. 
  3. Leung, J.S.C., Chan, K.K.H.*, & He, T.C.L. (2020). Student teachers’ metaphorical conceptualisations of the experience of watching themselves and their peers on video. Educational Studies. <> 
  4. Chan, K.K.H., He, C.L., Ng, C.K., Leung, J.S.C., (2018) Student teachers’ emotions when watching their own videos and those of their peers. Journal of Professional Capital and Community, 3(3); 192-211. <>
  5.  Yip, V.W.Y., Chan, K.K.H., Yung, B.H.W. & Lai, C.  (2019) Preparing teachers for reform-oriented teaching using the thematic approach of re-viewing videos. In L.H. Xu, G. Aranda & D. Clarke (Eds) Video-based Research in Education: Cross-disciplinary Perspectives (pp.260-274). Routledge 


(3) Formative Assessment & Dialogic Teaching: 

  1. Chan, K.K.H., & Yau, K.W. (2020) Using video-based interviews to investigate pre-service secondary science teachers’ situation-specific skills for informal formative assessment, International Journal of Science and Mathematics Education. <> 
  2. Carless, D. & Chan, K.K.H. (2017) Managing dialogic use of exemplars. Assessment & Evaluation in Higher Education, 42(6):930-941. <>
  3. Lehesvuori, S., Chan, K.K.H., Ramnarain, U. & Viiri, J. (2017) In search of dialogicity: A comparison of curricular documents and classroom interactions from Finland and Hong Kong. Education Sciences7(4), 76 <>
  4. Carless, D., Chan, K.K.H., To, J., Lo, M. & E. Barrett (2018). Developing students’ capacities for evaluative judgement through analysing exemplars. In D. Boud, R. Ajjawi, P. Dawson & J. Tai (Eds), Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work. London: Routledge. (


(4) Biology Teaching:

  1. Chan, K.K.H., West-Pratt, J., Ng, R.C.K. (accepted). Using yeast fermentation as a context for meaningful learning of procedural understanding. American Biology Teacher.
  2. Leo, L.C.C., Sin, N.H.L., Chan, K.K.H.* (accepted). Simple models for teaching and learning about the human withdrawal reflex. School Science Review. 
  3. Chan, K.K.H. (2019) Using a post-box strategy to elicit and address student misconceptions in biology. American Biology Teacher, 81(9): 668-672.  
  4. Chan, K. K. H. (2016). A simple microscale set-up for investigating yeast fermentation. American Biology Teacher.78(8):669-675
  5. Cheng, K.L., & Chan, K.K.H. (2018). Evolution education in Hong Kong (1991–2016): A content analysis of the biology textbooks for secondary school graduates. In H. Deniz, L. A. Borgerding (Eds.), Evolution Education Around the Globe (pp. 108–116). Singapore: Springer.
  6. Yung, B.H.W. & Chan, K.K.H. (2014) China - Hong Kong SAR. In B. Vlaardingerbroek & N. Taylor (Eds.), Issues in Upper Secondary Science Education: Comparative Perspective (pp. 61-81). United Kingdom: Palgrave Macmillan.


Assessment & Evaluation in Higher Education, Journal of the Learning Sciences, Professional Development in Education, Teaching and Teacher Education, International Journal of Science Education, International Journal of Science and Mathematics Education, Research in Science Education, Journal of Research in Science Teaching, Science Education, Studies in Science Education.