A growth model of teacher development for Hong Kong from a curriculum perspective

Hau Fai Edmond LAW

Research output: Contribution to journalArticle

Abstract

The search for a contemporary curriculum in Hong Kong began in 1982 when a group of educational experts recommended by Organization of Economic Cooperation and Development (OECD) urged the professional community to adopt a model of classroom practice based on the Western concept of child development. This model of thinking has dominated the educational thinking behind of the policies for innovation and change for the last thirty years. It is argued that the policy has ignored the cultural milieu of the Hong Kong society and has underestimated the effects of cultural beliefs among the teachers in the community. It urges a reconceptualization of the problems and adopts solutions from within the local society, rather than educational ideas and practice alien to the needs of Hong Kong society. Copyright © 2006 James Nicholas Publishers.
Original languageEnglish
Pages (from-to)97-102
JournalEducation Practice and Theory
Volume28
Issue number2
DOIs
Publication statusPublished - Nov 2006

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Hong Kong
curriculum
teacher
economic cooperation
community
expert
innovation
organization
classroom
Society
Group

Citation

Law, E. (2006). A growth model of teacher development for Hong Kong from a curriculum perspective. Education Practice and Theory, 28(2), 97-102. doi: 10.7459/ept/28.2.08

Keywords

  • Teacher Education
  • Educational Policy and Management
  • Hong Kong
  • Curriculum development
  • Humanistic psychology
  • Quality edcuation
  • Teacher development