El desarrollo profesional docente en Hong Kong comparado con los paises Anglosajones: El rol del Confucianismo

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Abstract

El desarrollo profesional docente (DPD) ha sido el foco de numerosos estudios de investigación en los últimos años. Los investigadores buscan comprender el proceso del DPD, mientras que los profesionales se centran en diseñar políticas que faciliten el DPD. El consenso que emerge de la literatura es que el DPD debe ser ‘individualizado’: más centrado en fomentar el crecimiento personal de los profesores que en imponer ‘prácticas estandarizadas’. Los países anglosajones han sido líderes en el campo del DPD, dando lugar a que muchos países imiten sus prácticas. Por medio de un análisis documental, este artículo revisa los principios del DPD en Hong Kong en los últimos cuarenta años y los compara con las prácticas típicamente adoptadas en los países anglosajones. El artículo sugiere que los principios del DPD en Hong Kong evolucionaron desde un modelo de ‘entrenamiento del profesor’, pasando por un modelo de ‘énfasis en las habilidades genéricas’ hasta llegar a la ‘educación permanente’. El concepto de ‘Cultura de Herencia

Confuciana’ es utilizado para explicar las diferencias entre los países anglosajones y Hong Kong en relación a sus prácticas de DPD. Se discuten implicaciones referidas a la adaptación de las prácticas de DPD interculturalmente.

Teacher Professional Development" (aka teacher PD) has garnered research attention in recent years. Scholars seek to understand the teacher PD process, while practitioners are interested in deriving policies to facilitate teacher PD. The consensus emerging from the pool of literature is that teacher PD should be "individualized": more focused on fostering teachers' personal growth instead of enforcing 'standard practices'. The Anglosphere has been leading in the domain of teacher PD, causing many regions to imitate its practices. Using documentary analysis, this paper reviews teacher PD policies in Hong Kong over the past forty years and compares them with practices typically adopted in the Anglosphere. The paper suggests that the PD policies of Hong Kong progressed from 'solely teacher training', to 'emphasis on generic skills', to 'lifelong learning'. The concept of 'Confucian Heritage Culture' is used to explain the differences between the Angloshpere and Hong Kong in terms of PD practices. Implications for adapting teacher PD practices cross-culturally are discussed. 

Teacher Professional Development” (aka teacher PD) has garnered research attention in recent years. Scholars seek to understand the teacher PD process, while practitioners are interested in deriving policies to facilitate teacher PD. The consensus emerging from the pool of literature is that teacher PD should be “individualized”: more focused on fostering teachers’ personal growth instead of enforcing ‘standard practices’. The Anglosphere has been leading in the domain of teacher PD, causing many regions to imitate its practices. Using documentary analysis, this paper reviews teacher PD policies in Hong Kong over the past forty years and compares them with practices typically adopted in the Anglosphere. The paper suggests that the PD policies of Hong Kong progressed from ‘solely teacher training’, to ‘emphasis on generic skills’, to ‘lifelong learning’. The concept of ‘Confucian Heritage Culture’ is used to explain the differences between the Angloshpere and Hong Kong in terms of PD practices. Implications for adapting teacher PD practices cross-culturally are discussed. Copyright © 2015 Psychology, Society, & Education.

Original languageSpanish
Pages (from-to)405-422
JournalPsychology, Society and Education
Volume7
Issue number3
DOIs
Publication statusPublished - 2015

Citation

Lam, B. H. (2015). El desarrollo profesional docente en Hong Kong comparado con los paises Anglosajones: El rol del Confucianismo. Psychology, Society, & Education, 7(3), 405-422. doi: 10.25115/psye.v7i3.522

Keywords

  • Alt. title: Teacher professional development in Hong Kong compared to anglosphere: The role of confucian philosophy
  • Cultura
  • Políticas educativas
  • Hong Kong
  • Desarrollo profesional del docente
  • Culture
  • Education policies
  • Teacher professional development