ABSTRACT
In Hong Kong, starting from the academic year 2009–10, a policy of small class teaching (SCT) has been implemented to enhance learning and teaching in primary schools. Class sizes were reduced from 30–35 to 25. However, it is widely recognised that class size reduction is but one contextual factor that is unlikely on its own to greatly enhance the effectiveness of teaching and learning. Galton and Pell (2009) suggested that teachers have to undergo professional development to enable them to adapt their teaching practice and to create an innovative learning environment in order to benefit their students in small class environments.
