Alternate routes in initial teacher education: A critical review of the research and policy implications for Hong Kong

Alternate routes in initial teacher education: A critical review of the research and policy implications for Hong Kong

• Lai, Kwok Chan Strategic and Academic Planning, Hong Kong Institute of Education
• Grossman, David Faculty of Languages, Arts and Sciences, Hong Kong Institute of Education

Journal of Education for Teaching, 34(4), 261-275, 2008

Routledge

2008

• M 教師與教師教育
  • MA 教師之專業教育
• P 香港教育各層面與外地之比較
  • PE 法律與教育；政治與教育
• M 教師與教師教育
  • MC 教師檢定與就業狀況、待遇

Foreign Countries Preservice Teacher Education Alternative Teacher Certification Teacher Supply and Demand Public Policy Case Studies Educational Trends Teacher Qualifications Change Inservice Teacher Education Hong Kong United Kingdom United States

• Hong Kong

• 1997.7 onwards

• 專上教育

In this article Hong Kong's policy on initial teacher training is used as a case study of the interplay between international trends and local policy. Traditionally initial teacher preparation in most countries has been based in higher education institutions. In recent years alternative routes for initial teacher education have proliferated in the United States and the United Kingdom. Meanwhile university-based pathways to teacher certification have been criticised as deterring talented candidates from entering the profession. The authors argue that these trends have had significant impact on Hong Kong's policies for initial teacher preparation. In Hong Kong untrained teachers have served as a convenient buffer to meet teacher demand for many decades. It was only in 1997 that the new Hong Kong Special Administrative Region government announced the policy objective of requiring all new teachers to be degree holders and professionally trained. However, this policy was short-lived. There is substantial evidence that government policy has been influenced by the development of alternative routes of teacher preparation elsewhere. This case study can provide useful insights for policy formation elsewhere.
[Copyright of Journal of Education for Teaching is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02607470802401370]

• 英文

期刊論文

• 02607476

• 10.1080/02607470802401370

https://bibliography.lib.eduhk.hk/tc/bibs/5c7b7529

2010-09-06