ERIC Number: ED390841
Record Type: RIE
Publication Date: 1995-Apr
Reference Count: N/A
Developments in Teacher Education in Hong Kong: 1997 and Beyond.
Pang, K. C.
This paper describes the initial and inservice education of teachers in Hong Kong, and explores improving teacher education in the context of a changing era. According to the Basic Law for the future Hong Kong Government after China takes over in 1997, Hong Kong will not dispose of the existing educational system, but will build on it and continue it. For primary and junior secondary teachers, initial teacher education is mainly by preservice studies. Secondary five or secondary seven school graduates pursue a full-time course leading to a Certificate in Primary or Secondary Education. For senior secondary and sixth form teachers, initial teacher education is offered by the Faculty of Education of the universities. Inservice Teacher Education in Hong Kong is described, including award-bearing provisions, non-awarding-bearing provisions, and school-based provisions. Current developments in teacher education are discussed, as well as expectations beyond 1997. Emphasis on teacher education in Hong Kong has traditionally been on initial education, focusing primarily on developing teachers' capabilities in implementing the centrally developed curricula, and has been viewed mainly as the role of universities and colleges. It is expected that recent changes will lead to significant improvements. Further, developments in teacher education in Hong Kong will have an impact on China as well, including establishment of the Hong Kong Institute of Education as a major teacher education institution and upgrading the quality of primary school and kindergarten teachers. Details of teacher education programs are outlined, including areas of improvement, modularization and credit-bearing courses, and a wider variety of degree courses. (ND)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: China; Hong Kong
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995).