Teacher preparation for special education in Hong Kong

Tak Lan Rosa CHIU-CHING

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

In most countries around the world, teachers for special education are prepared through pre-service and/or in-service programmes. In Hong Kong, the focus has been on in-service education. Currently there are no pre-service teacher preparation programmes that qualify their graduates as special education teachers. When teachers with basic education background are employed by special schools/classes, they will enroll in the in-service special education programme. This paper will present an overview of the developmental history of such a programme in Hong Kong. Since its introduction in the 1960s, the programme has undergone many changes. A critical analysis of its evolution, the changes made and their impact on the local special education scene will be discussed in light of the varying circumstances. Furthermore the paper will highlight the existing teacher preparation programme for special education as a result of the establishment of the Hong Kong Institute of Education in 1994 and the policy statement made by the Chief Executive of the Hong Kong Special Administrative Region in 1997. Implications for future educational needs will also be emphasized. Copyright © 2000 The Hong Kong Institute of Education.
Original languageEnglish
Title of host publicationProceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century
Place of PublicationHong Kong
PublisherHong Kong Institute of Education
Pages1-6
ISBN (Print)9629490382
Publication statusPublished - 2000

Fingerprint

special education
Hong Kong
teacher
school class
basic education
education
graduate
history

Citation

Chiu-Ching, R. T. L. (2000). Teacher preparation for special education in Hong Kong. In Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century [CD-ROM] (pp. 1-6). Hong Kong: Hong Kong Institute of Education.