Teaching in Hong Kong: Professionalization, Accountability and the State

Autor/in	Morris, Paul
Titel	Teaching in Hong Kong: Professionalization, Accountability and the State
Quelle	In: Research Papers in Education, 19 (2004) 1, S.105-121 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
Schlagwörter	Foreign Countries; Accountability; Professional Development; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Verantwortung; Hongkong
Abstract	This article traces the processes for encouraging and/or ensuring the accountability of teachers in Hong Kong. It is argued that, if examined historically, the nature of teacher accountability has been determined by the government, whose approach has been ambivalent and paradoxical. Up until the mid-1980s, through inertia and non-decisions, the low level of professionalization of teaching was reinforced. Subsequently, from the late 1980s onwards, the government resisted and diluted attempts by the professional community to regulate itself. Most recently it has sought to introduce systems to allow the government to scrutinize teachers in an ostensible attempt to promote the level of teacher professionalism, whilst at the same time attempted to maintain the low status of the main institution dedicated to teacher education. These are analysed in terms of the differences between professionalism and professionalization, the government's own legitimacy and the changing political context. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10