Facing the challenges of education reform in Hong Kong: An experiential approach to teacher development

Facing the challenges of education reform in Hong Kong: An experiential approach to teacher development

• Harris, Belinda University of Nottingham

Pastoral Care in Education, 19(2), 21-31, 2001

Routledge

2001

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

Education -- Curricula Continuing Education Learning Teachers -- Training of Hong Kong China

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Belinda Harris's opening discussion of developments in Hong Kong will have a familiar ring to many readers. There is a recognition that the current curriculum is not an adequate preparation for life and there is now an emphasis on lifelong learning and a wider view of development. Such a move has significant implications for the development of attitudes and skills amongst teachers. The issues that surround such educational reform in Hong Kong are analysed. This is followed by the detailed description of a study which involved a group of Hong Kong teachers in a structured experiential learning activity. It was found that though the teachers concerned acknowledged the value of their experience, they felt that given the culture and ethos of their own schools it would not be possible for them to undertake similar work with pupils. On the basis of these outcomes the writer suggests that there will need to be considerable emphasis on teacher development in Hong Kong if the reforms are to succeed.
[Copyright of Pastoral Care in Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1111/1468-0122.00195 ]

• English

Journal Articles

• 02643944

• 10.1111/1468-0122.00195

https://bibliography.lib.eduhk.hk/en/bibs/a00478aa

2010-09-08