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|Other Titles:||Educational Reform and Teacher Development in Hong Kong and the Chinese Mainland|
Department od Education, NTNU
This paper addresses issues in teacher development in two Chinese societies, Hong Kong and the Chinese Mainland. It examines the impact of contextual factors on the direction of teacher development and the orientation of teacher education that aims to improve the quality of the teaching force. It is argued that when professional authority is weak or nonexistent, reform measures are imposed on teachers in a top-down manner. Moreover, when the societal context changes rapidly, the direction of teacher development and the orientation of teacher education are dominated by policy mandates and bureaucratic control. In this context, conservatism in the teaching profession can be explained by the perpetuation of a work ethic that is ridden with anxiety and frustration. Teacher development is confined to the development of knowledge and skill, for the current thinking in both Chinese societies reflects a “deficit model of teaching”. Poor teaching quality results from deficiencies in knowledge, skills, or qualities in individual teachers. This paper addresses the issues in the conditions of teaching and teachers’ work, which are borne from the changing context of society and schooling in both societies. Issues include status of teachers in the community, changes in the nature of teachers’ work, job-related satisfaction and frustration in schools, and teaching in segregated classrooms. These discussions draw attention to the limits of education reform and points out that the development of teachers is frequently impeded by false assumptions about their teaching. For a new professionalism in teaching to emerge, teachers in Hong Kong and the Chinese Mainland should devise strategies for their own empowerment. Such strategies should treat as basic ingredients a sense of purpose, collegiality, and room for growth. Only when teachers can truly reflect on their own life and work and empower themselves can their development transcend its present orientation toward technical competenc
|Appears in Collections:||教育研究集刊|
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