An analysis of continuous teacher development in Hong Kong

An analysis of continuous teacher development in Hong Kong

• Ng, Ho Ming University of Hong Kong

Journal of Education Policy, 18(6), 657-672, 2003

Routledge

2003

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Teachers -- Training of Professional Education School Management & Organization Education & State Hong Kong China

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Education in Hong Kong has developed rapidly since the 70s in parallel with the economic boom. To support such development, the government has invested heavily in initial teacher education and will soon impose professional training and graduate qualifications as prerequisites for entering the profession. Continuous teacher education (CTE), generally regarded as equally important as initial teacher education if not more so, is not given comparable emphasis. This paper aims to study CTE in Hong Kong, including its policy, practice and provision at the system level. Some special features of the system are identified and scrutinized, including ad hoc, policy led, and competence based. The centrally provided CTE is also closely examined in terms of its relevance to the profession, impact on schools, and cost-effectiveness. The paper ends with a close look at its latest developments, obstacles encountered and prospects.
[Copyright of Journal of Education Policy is the property of Routledge . Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0268093032000145908]

• English

Journal Articles

• 02680939

• 10.1080/0268093032000145908

https://bibliography.lib.eduhk.hk/bibs/9aeb71c5

2010-09-06