Teaching in Hong Kong: Professionalization, accountability and the state

Teaching in Hong Kong: Professionalization, accountability and the state

• Morris, Paul Hong Kong Institute of Education

Research Papers in Education, 19(1), 105-121, 2004

Routledge

2004

• M Teachers & Education for Teachers
  • ME Teachers' Responsibility, Professionalism & Discipline
• M Teachers & Education for Teachers
  • MH Teacher Evaluation : Teacher Effectiveness

Foreign Countries Accountability Professional Development Hong Kong

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

This article traces the processes for encouraging and/or ensuring the accountability of teachers in Hong Kong. It is argued that, if examined historically, the nature of teacher accountability has been determined by the government, whose approach has been ambivalent and paradoxical. Up until the mid-1980s, through inertia and non-decisions, the low level of professionalization of teaching was reinforced. Subsequently, from the late 1980s onwards, the government resisted and diluted attempts by the professional community to regulate itself. Most recently it has sought to introduce systems to allow the government to scrutinize teachers in an ostensible attempt to promote the level of teacher professionalism, whilst at the same time attempted to maintain the low status of the main institution dedicated to teacher education. These are analysed in terms of the differences between professionalism and professionalization, the government's own legitimacy and the changing political context.
[Copyright of Research Papers in Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0267152032000177007]

• English

Journal Articles

• 02671522

• 10.1080/0267152032000177007

https://bibliography.lib.eduhk.hk/en/bibs/886e3b0f

2010-09-27