Rethinking conceptualisations of teacher quality in Singapore and Hong Kong: A comparative analysis

Rethinking conceptualisations of teacher quality in Singapore and Hong Kong: A comparative analysis

• Goodwin, A. L. The University of Hong Kong
• Low, Ee Ling National Institute of Education, Nanyang Technological University

European Journal of Teacher Education, 44(3), 365-382, 2021

Routledge

2021

• M Teachers & Education for Teachers
  • MH Teacher Evaluation : Teacher Effectiveness
• P Social Context of Education
  • PB Comparative Education

Teacher Qualifications Teacher Education Educational Policy Teacher Development Teaching Profession

• Hong Kong
• Singapore

• 1997.7 onwards

• Unknown or Unspecified

This paper compares conceptions of teacher quality in two education systems – Singapore and Hong Kong – that consistently perform well in international assessments of student achievement. Both systems constantly refresh their expectations of teacher competencies, with recent iterations, which offer a just-in-time opportunity to learn from how they now conceptualise quality teaching. This paper will provide the context surrounding each jurisdiction's education system, how each views teacher quality, and how each has rethought the concepts of teacher quality according to their unique contextual circumstance. The paper then compares these concepts articulated and enacted by each country, linking these to the wider international literature and scholarship in order to glean insights into what teacher quality is or how it might be reconceptualised to meet future needs. Copyright © 2021 Routledge.

• English

Journal Articles

• 02619768

• 10.1080/02619768.2021.1913117

https://bibliography.lib.eduhk.hk/bibs/2aa0e7f8

2022-04-20