Reconceptualizing teacher professionalism in the face of curriculum change in Hong Kong

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

Curriculum changes in Hong Kong have been undergone different phases of changes in the last two decades. Traditionally teachers are trained and developed in an examination driven and selective atmosphere under an elitist education system. In the face of the curriculum changes, the professionalism of teachers has become an important issue in Hong Kong for dealing with the recent curriculum changes. This paper reconceptualizes teacher professionalism in the face of curriculum change in Hong Kong context. In particular, this paper is going to argue that the preconceptions of teachers in teaching and learning is much related to the development of professionalism of Hong Kong teachers in dealing with curriculum changes in the past years. Copyright © 1999 Australian Curriculum Studies Association Inc.
Original languageEnglish
Title of host publicationThe ACSA 1999 Collection: Conference papers: Framing the future
Editors Australian Curriculum Studies Association
Place of PublicationDeakin West, Australian Capital Territory
PublisherAustralian Curriculum Studies Association
Pages153-168
Volume1
Publication statusPublished - 1999

Citation

Chan, K. S. J. (1999). Reconceptualizing teacher professionalism in the face of curriculum change in Hong Kong. In Australian Curriculum Studies Association (Ed.), The ACSA 1999 Collection: Conference papers: Framing the future (Vol. 1, pp. 153-168). Deakin West, Australian Capital Territory: Australian Curriculum Studies Association.

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