Professor CHAN, Kennedy K. H.

My research focuses on science teachers’ professional knowledge and practice, with particular emphasis on innovative approaches to characterising, developing, and assessing forms of science teacher knowledge that are most closely associated with students’ learning experiences and achievement in science classrooms.

My work has made several contributions to the field. It has mapped key theoretical and methodological debates concerning how teacher expertise should be conceptualised and investigated (e.g., Chan & Hume, 2019; Chan et al., 2021; Park & Chan, 2025); illuminated the mechanisms through which teachers develop professional knowledge through classroom experience (e.g., Chan & Yung, 2015; Chan et al., 2026); developed innovative video-based methodologies that make teacher expertise visible and amenable to systematic characterisation and assessment (e.g., Chan et al., 2026; She et al., 2024); and generated robust empirical evidence of the relationship between teacher knowledge and student achievement (e.g., Chan et al., 2025; She et al., 2025). My research has been published in leading international journals, including Journal of Research in Science Teaching, Science Education, Review of Educational Research, American Education Research Journal, and Journal of Teacher Education.

My scholarship sits at the intersection of research and practice. I translate research insights into research-led teaching, curriculum innovation, and practitioner-oriented publications (e.g., Chan et al., 2024). I am committed to using research to bring about meaningful improvements in science classrooms and in science teachers’ professional learning. This commitment is reflected in my sustained professional engagement in Hong Kong and internationally. I have contributed as a member of the Programme for International Student Assessment (PISA) 2025 Science Assessment Team; a supervisor for the HKDSE Biology School-based Assessment; a member of curriculum, assessment, and large-scale assessment committees; and a member of the Chief Executive’s Award for Teaching Excellence (CEATE) Assessment Panel. I have led curriculum and assessment reforms in Hong Kong while also contributing to science education beyond Hong Kong. For example, the innovative investigative practical activities I developed (e.g., Chan, 2015; Chan et al., 2024) have been adopted and adapted for use in other countries.

(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. Dean’s Honours List (Faculty of Science)

5. Dean’s Honours List (Faculty of Education)

(4)  Fellowships:

1. U21 Fellowship 2023-2024
2. Fellow of The Higher Education Academy
3. Doris Zimmern HKU-Cambridge Hughes Hall Fellowship (2020)
4. Teaching Exchange Fellowship (2019)
5. Hong Kong PhD Fellowship (2011-2014)

1.  Developing teacher leaders’ expertise in designing and implementing artificial intelligence-assisted video clubs to enhance teachers’ professional noticing. September 2025–August 2027. (HK $995,870)

2. Co-investigator, Investigating science student teachers’ learning in the 360-videos enhanced micro-teaching workshops (PI: Prof Umesh Ramnarain, University of Johannesburg; Year of award: 2022; Amount: R150 00.00)

3. Co-investigator, Teacher Noticing in Science Classrooms: An International Comparative perspective (PI: Dr Suchi Fang, National Taiwan Normal University; Co-I: Dr Lihua Xu, Deakin University; Year of award: 2022; Amount: Taiwan dollars: 2,610,000)
4. Co-investigator, Promoting the use of educational technology in learning and teaching in science (S1-S3). (Education Bureau, HKSAR Government, PI: Dr Anthony Cheung; Co-I: Ms Annie Chan; Year of award: 2022; Amount: HKD $1,399,900)
5. Co-investigator, Teacher change and feedback practices: Scaling up the enhancement of feedback strategies (The University of Hong Kong, PI: Professor David Carless; Year of award: 2021; Amount: HKD $248,882.)
6. Promoting video-based teacher professional development in Hong Kong. Bei Shan Tang Foundation, January 2021 to August 2024. $926,250
7. 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. Nov, 2020 to May, 2023 ($351,437)
8. 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, 2024 ($1,883,800)
9. 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).   
10. 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. Chan, K.K.H.*, Yu, S.K.K., Fang, SC & Xu, L. (2026, accepted). Toward a multidimensional science content knowledge framework: An expert science teacher’s uneven development of pedagogical content knowledge through classroom teaching experiences, Journal of Research in Science Teaching.
2. Chan, K.K.H.*, & Park, S. (2026, accepted). Indicators of high-quality PCK & implications for twenty-first-century science education: a systematic literature review. International Journal of Science Education, 1–22. doi.org/10.1080/09500693.2026.2641159.
3. Chan, K.K.H.*, & van Driel. J.H. (2026). Exploring the roles of content knowledge and pedagogical content knowledge in teacher noticing: An expert–novice comparative study. Science Education, 110, 1447–1468.
4. Park, S., & Chan, K.K.H. (2025, accepted). Unpacking PCK relationships and development in science teachers: A systematic synthesis of empirical research. Review of Educational Research, doi.org/10.3102/0034654325139440.
5. Chan, K.K.H.*, She, J., van Driel, J.H., & Hu, X. (2026). Does teacher noticing matter for students’ science content learning outcomes? Evidence from a large-scale empirical study. Journal of Teacher Education, 77(2), 154–167.
6. Chan, K.K.H.* & Cheng, M.M.W. (2024). “Content-teaching first, socioscientific issue next” as mutant SSI instruction: Making sense of Hong Kong preservice science teachers’ pedagogical decisions. In: Zeidler, D.L. (eds) A Moral Inquiry into Epistemic Insights in Science Education. Contemporary Trends and Issues in Science Education (pp 181–196). Springer.  

7. Xu, L., Chan, K.K.H., Berry, A., Ferguson, J. P., Kim, G., van Driel, J., Vale, C., & Widjaja, W. (2022) Applying a scoping review methodology to investigate adaptive expertise: Insights and challenges for research in STEM education In P. J. White, R. Tytler, J. P. Ferguson, & J. C. Clark (eds) Methodological Approaches to STEM Education Research (Volume 3) (pp. 350-368). Cambridge Scholars Publishing, United Kingdom.

8. She, J. S. & Chan, K. K. H.* (2023) Situated and dynamic versus declarative and static forms of pedagogical content knowledge: An evaluation of the differences in test reactions and performance. Journal of Research in Science Teaching. 60(3), 568–607. 

9. Chan, K.K.H. (2022) A critical review of studies using the pedagogical content knowledge map approach. International Journal of Science Education. 44(3), 487-513, http://doi.org/10.1080/09500693.2022.2035011. 
10. Yeh, Y.F., Chan, K.K.H.* & Hsu, Y.S. (2021). 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. 171. 104238 *Corresponding author 
11. Kind, V., Park, S., Chan, K.K.H. (2022) 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. 
12. Chan, K.K.H. (2021) Using classroom video-based instruments to characterise pre-service science teachers’ incoming usable knowledge for teaching science. Research in Science and Technological Education. 41(1):147-169 https://doi.org/10.1080/02635143.2021.1872517.
13. 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.  <https://doi.org/10.1080/03057267.2020.1755803.> 
14. 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 <https://www.tandfonline.com/doi/abs/10.1080/09500693.2020.1717672>  
15. 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. <https://link.springer.com/article/10.1007/s10763-019-10049-6>
16. 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.
17. 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.  <https://link.springer.com/chapter/10.1007/978-981-13-5898-2_1> .
18. 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. <https://link.springer.com/chapter/10.1007/978-981-13-5898-2_11>
19. 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 <https://www.tandfonline.com/doi/full/10.1080/09500693.2019.1584931>
20. 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.
21. 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.
22. 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  <https://link.springer.com/article/10.1007/s11165-016-9567-1>
23. Chan, K.K.H., & Yung, B.H.W. (2015). On-site pedagogical content knowledge development. International Journal of Science Education. 37(8):1246-1278 <http://www.tandfonline.com/doi/abs/10.1080/09500693.2015.1033777>
24. 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. <https://link.springer.com/chapter/10.1007/978-981-10-5149-4_14>

(2) Practice-based Teacher Education and Use of Videos in Teacher Education:

1. Chan, K.K.H.* (2026). Preparing secondary preservice science teachers to enact responsive teaching practices using a video- and practice-based teaching intervention. Journal of Science Teacher Education, 37(4), 619–648.
2. Chiu, T.K.F., Bali, S., Tondeur, J., Howard, S., & Chan, K.K.H. (2025, accepted). Teacher education for artificial intelligence literacy through a self-determination theory perspective. European Journal of Teacher Education, 1–21. doi.org/10.1080/02619768.2026.2621848.
3. Han, Z., Chen, C., Chiu, T. K., Qiu, K., Yang, L., Wang, Z., & Chan, K.K.H. (2026). As an end or as a means to an end: positioning empathy in STEM education. International Journal of STEM Education, 13(1), 4.
4. Chan, K.K.H.*, Lau, D.S.P., van Driel, J.H. (2025) Different designs, different outcomes? A critical systematic review of interventions for preparing preservice science teachers to teach scientific models and modeling. Science Education,109(2), 386–428.
5. Chan, K.K.H.*, Xu, L. & Mesiti, C. (2025) Rethinking the who, what, and how of teacher professional development: A framework emerging from the special issue on technology-enabled professional development for science, mathematics, and STEM teachers. International Journal of Science and Mathematics Education, 23, 1947–1957.

6. Chan, K. K. H., & Yu, S. K. K. (2023). Different camera perspectives, different observations?: Pre-service science teachers' noticing and perceived usefulness on different classroom videos. In G. Bansal, U. Ramnarain  Fostering Science Teaching and Learning for the Fourth Industrial Revolution and Beyond (pp. 147-164). IGI Global.

7. Chan, K. K. H. (2023) Eliciting and working with student thinking: Preservice science teachers’ enactment of core practices when orchestrating collaborative group work, Journal of Research in Science Teaching, DOI: 10.1002/tea.21823  

8. 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, 28(4-5):642-680. doi.org/10.1080/10508406.2020.1783269

9. Chan, K.K.H., Yu, S.K.K., & Sin, R.K.H. (2021). Using student actors and video-mediated reflection to promote pre-service teachers’ ability to enact responsive teaching. Innovations in Science Teacher Education. 6(1). Retrieved from https://innovations.theaste.org/using-student-actors-and-video-mediated-reflection-to-promote-preservice-teachers-ability-to-enact-responsive-teaching/

10. 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. <https://www.tandfonline.com/doi/abs/10.1080/03055698.2019.1691505?journalCode=ceds20> 
11. 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. <https://www.emeraldinsight.com/doi/abs/10.1108/JPCC-12-2017-0031>
12.  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. Xia, S., Zhan, P., Chan, K. K. H., & Wang, L. (2023). Assessing concept mapping competence using item expansion-based diagnostic classification analysis. Journal of Research in Science Teaching, 1–27. https://doi.org/10.1002/tea.21897
2. Chan, K.K.H., &Yau, K.W. (2021) 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. 19:289–311 <https://link.springer.com/article/10.1007/s10763-020-10056-y> 
3. Carless, D. & Chan, K.K.H. (2017) Managing dialogic use of exemplars. Assessment & Evaluation in Higher Education, 42(6):930-941. <http://srhe.tandfonline.com/doi/abs/10.1080/02602938.2016.1211246>
4. 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 Sciences, 7(4), 76 <http://www.mdpi.com/2227-7102/7/4/76/htm>
5. 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. (http://davidcarless.edu.hku.hk/wp-content/uploads/Deakin_chapter_exemplars.pdf)

(4) Innovative Biology Teaching:

1. Chan, K.K.H., Cheng, A.K.L., Ho, D.T.S. & Lau, D.S.P. (2024) Promoting Effective Use of Practical Work in Senior Secondary Biology Classrooms.  https://www.edb.gov.hk/en/curriculum-development/kla/science-edu/ref-and-resources/biopw.html
2. Chan, K.K.H.*, Ho, D.T.S., Lau, D.S.P. (2024) Using amylase beads to investigate factors affecting enzyme activity. American Biology Teacher, 86(3), 153–160.
3. Chan, K.K.H.*, Ho, D.T.S., Lau, D.S.P., Tsui, B. C.S. (2023) Developing classroom assessment tasks that evaluate students’ abilities to plan scientific investigations. American Biology Teacher, 85(9), 514–525.
4. Chan, P.C., & Chan, K.K.H.* (2023). Inquiry on a potential anti-obesity agent: investigating pancreatic lipase inhibitors in seed extracts. American Biology Teacher, 85(5), 265–269.
5. Chan, K.K.H., West-Pratt, J., Ng, R.C.K. (2021). Using yeast fermentation as a context for meaningful learning of procedural understanding. American Biology Teacher, 83(1):26-32
6. Leo, L.C.C., Sin, N.H.L., Chan, K.K.H.* (2020). Simple models for teaching and learning about the human withdrawal reflex. School Science Review, 102(379): 13-19.
7. 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.  
8. Chan, K. K. H. (2016). A simple microscale set-up for investigating yeast fermentation. American Biology Teacher.78(8):669-675
9. 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.
10. 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.