The first part of this paper sets out to describe the curriculum change in initial and in-service art education in Hong Kong. The second part of the paper presents findings of case studies of curriculum projects of in-service teachers and their approaches in the planning and implementation of their curriculum. The key findings are that, firstly, different conceptions of art result in different approaches in teaching and, secondly, four themes are identified in their projects - art as expression, art as critical study, art as social comment, and art as cultural heritage. The paper concludes with implications for a more content-based art education to include works of art and cultural heritage from diverse cultures in pre-service and in-service teacher education.

The focus of this paper is on a research project pursued to examine four key features in an in-service teacher education course for secondary art teachers in Hong Kong: practice into theory; good art teaching as a frame; dialogue journals for reflection on practice; and self-evaluation using standards of good practice. While the data collected provide a basis for enhancing a better understanding of good art teaching, professional development, and differences between art teaching in Hong Kong and Western countries, the discussion of this paper revolves around professional development.