This paper reports the findings of a study which attempts to elicit responses from teachers on what makes a good art teacher and what constitutes good art teaching. The survey method was employed. Questionnaires were sent to panel heads of art departments in secondary schools in Hong Kong. Four broad sections were included in the questionnaire: the definition of a good art teacher; strategies for good art teaching; dilemmas of teaching art; and evaluation of art teaching. The findings helped build up a profile of what art teachers perceived a good art teaching in the particular context of Hong Kong. The author concludes that further research on formalizing standard of good art teaching through reflective inquiry will help teachers evaluate and improve their practice.

This paper reports the findings of a study concerning the teachers' views on the qualities of a good art teacher; their views on subject knowledge and pedagogical knowledge necessary for effective art teaching; and their willingness to undertake professional development courses and the factors affecting their willingness. Reportedly, the data point to the existence of significant gaps in teachers' current understanding and knowledge and the knowledge needed to teach the new art curriculum; the data also reveal that teachers were willing to take in-service courses up to nine months in duration, while the chief factors affecting the willingness are their difficulty to find time to attend courses and their current involvement in other courses. The findings of the study have important implications for the design of in-service courses in art education in Hong Kong.