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

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.