On 1 July 1997, Hong Kong became a Special Administration Region of the People Republic of China. The implementation of the “One country two systems”, a unique concept and a pioneer practice in the world, began. What does the identity of citizen under “One country, two systems” mean to student-teachers in Hong Kong? The new Civic Education syllabus for Junior forms is to be implemented in Sept. 1998. (Civic Education Standing Committee, 1997) Its objectives and contents embrace a comprehensive range of values, knowledge and skills; emphasizing the local, national and global contexts and the role of the citizen in each. To what extent did these foci fit in with student-teachers’ conceptions of citizenship? A survey by questionnaires of 280 Social Science elective student-teachers in an Institute of Education in Hong Kong was conducted in Dec., 1997, followed by semi-structured interviews of 14 student-teachers in the sample. Analysis of the survey and interview results revealed the characteristics of student-teachers’ conceptions of citizenship and the factors in shaping them. Their interest and concern relating to the promotion of Civic Education was also explored. The implication on Civic education curriculum development in teacher education was then discussed.

On July 1, 1997, the hand-over ceremony ended 155 years' British colonial rule and marked the beginning of resumption of China's sovereignty over Hong Kong. The implementation of the "one country, two systems" began. Did allegiance and sense of belonging of the people of Hong Kong readjust to match the political transfer ? What does the identity of 'citizen under "one country, two systems'" mean to the people of Hong Kong, especially the student teachers珦culptors of the mind of tomorrow ? This paper is the report of a two-year longitudinal study of student teachers' conceptions of citizenship under the "one country, two systems". Two surveys were conducted in the Hong Kong Institute of Education, one in Dec. 1997 and another in Nov. 1998. The samples were the Certificate of Education (secondary) student teachers who had at least one Social Science subject as their elective subjects. The instruments were two more or less identical questionnaires. In this report, comparison between the 1997 and the 1998 surveys was made. It aimed at revealing the evolution of student teachers' conceptions of citizenship after the transfer of sovereignty; agents that helped to shape such conceptions and student teachers' opinions related to Civic Education curriculum development. Implication on the development of Civic Education in Hong Kong was discussed and suggestion made.

In the post-industrial phase, changes are so rapid that Alvin Toffler fore-told the phenomenon of 'future shock'. Satellite communication & computers changed the world into a global village. (Toffler, Alvin. 1970)(Naisbitt, John. 1982) Apart from experiencing the above, we, living in this international city of Hong Kong, are also experiencing political change and other subsequent changes as a result of the return of sovereignty to PRC in 1997. Amid such changes, there is the urgent need to reshape education & to restructure schools so that our education will be able ot prepare future citizens to withstand the future shock. (Sadker, Myra pollack. 1991) However, to the teachers who are in the fore-front of education, what are their value orientations like? Are they ready for the adoption of a more national & more global perspective? This research is a pilot study in which Rockeah' s questionaire on values, which had already been translated & used in previous surveys by Dr. Lau Sing, was adopted as the instrument. The questionaires were distributed to and completed by full-time and part-time students of HKIEd, full-time B. Ed. students of HKU, practising teachers of 4 primary and 4 secondary schools. Datas were analysed and implications discussed.

On June 30, 1997, the handover ceremony ended 155 years' of British colonial rule and marked the beginning of resumption of China's sovereignty over Hong Kong. However, did allegiance and sense of belonging of the people of Hong Kong drastically readjust to match the political transfer? What did the identity of 'citizen under "one country, two systems'" mean to the people of Hong Kong, especially the student-teachers sculptors of the mind of to-morrow? To match the political transition, Civic Education has been promoted in Hong Kong since the issuing of the First Guideline in 1986. Since that time, in the process of curriculum development in Civic Education, there has been a hot debate on whether the focus of Civic Education should be placed on democratic education or nationalistic education. This debate is bound to continue in the upcoming curriculum development and teaching in Civic Education. In this debate, what position did student-teachers take? In late 1996, it was decided that Civic Education should become an independent subject of study in Junior forms. The syllabus was compiled and drafts issued for public consultations. The finalized version is to be implemented in late 1998. To what extent were aims and objectives, and contents of the new guideline endorsed by student-teachers? This study included a survey by questionnaires of Social Sciences elective student-teachers in the Hong Kong Institute of Education. It was conducted in December, 1997. The questions in the questionnaire were developed basing on the aims, objectives and contents of the draft of the 1998 Civic Education Guideline and other policy papers related to Civic Education. It intended to find out student-teachers' conceptions of citizenship and citizenship education under "one country, two systems", focussing on the 2 key issues of democratic education and nationalistic education. It explored the extent to which the aims, objectives and contents of the 1998 Civic Education Guideline were endorsed

On July 1 1997, the People's Republic of China resumed sovereignty over Hong Kong. In Hong Kong, in anticipation of change in the conditions of citizenship, there was a debate between a western conception of citizenship focusing on democratic citizenship evolved as a legacy of British rule and Mainland Chinese conception focusing on national identification with the motherland. This study, conducted in the qualitative paradigm and applying the Grounded Theory Method, explores the conceptions of citizenship of two groups of student teachers, one in Hong Kong and another in South China in the first three years of the reunion (1997-2000). A conceptual model for understanding conceptions of citizenship was derived. Its implication for citizenship education was discussed.

On June 30, 1997, the handover ceremony ended 155 years' of British colonial rule and marked the beginning of resumption of China's sovereignty over Hong Kong. However, did allegiance and sense of belonging of the people of Hong Kong drastically readjust to match the political transfer? What did the identity of 'citizen under "one country, two systems'" mean to the people of Hong Kong, especially the student-teachers sculptors of the mind of to-morrow? To match the political transition, Civic Education has been promoted in Hong Kong since the issuing of the First Guideline in 1986. Since that time, in the process of curriculum development in Civic Education, there has been a hot debate on whether the focus of Civic Education should be placed on democratic education or nationalistic education. This debate is bound to continue in the upcoming curriculum development and teaching in Civic Education. In this debate, what position did student-teachers take? In late 1996, it was decided that Civic Education should become an independent subject of study in Junior forms. The syllabus was compiled and drafts issued for public consultations. The finalized version is to be implemented in late 1998. To what extent were aims and objectives, and contents of the new guideline endorsed by student-teachers? This study included a survey by questionnaires of Social Sciences elective student-teachers in the Hong Kong Institute of Education. It was conducted in December, 1997. The questions in the questionnaire were developed basing on the aims, objectives and contents of the draft of the 1998 Civic Education Guideline and other policy papers related to Civic Education. It intended to find out student-teachers' conceptions of citizenship and citizenship education under "one country, two systems", focussing on the 2 key issues of democratic education and nationalistic education. It explored the extent to which the aims, objectives and contents of the 1998 Civic Education Guideline were endorsed

Citizenship education has become a much emphasized area in the curriculum in many countries at the turn of the century. There was the experimentation of different modes of citizenship education. This study compared the perception of two groups of student teachers who had experienced different modes of citizenship education since childhood. There were interviews from 1997 to 2000 of two groups of student teachers each numbered about 45. One was from a teacher education institute in Hong Kong and the other was from a teacher education institute in South China. In the Hong Kong case, the qualitative data was triangulated with quantitative survey data collected annually from 1997 to 1999 of samples numbered about 270. Findings revealed that in spite of the different modes of citizenship education , student teachers agreed that the school was an important agent in influencing their conception of citizenship. However, the relative impact of the school depended on a number of random factors like the type of ethos of the school and the type of teachers students happened to be exposed to. Moreover, there existed other socializing agents that either played more important or equal important roles in shaping conception of citizenship. Implication on curriculum development and modes of citizenship education were discussed.