It is generally believed that lesson observation enhances teachers’ professional development. Whilst this is a taken for granted practice in Mainland China, teachers in the Hong Kong Special Administrative Region of China resist it explicitly. What causes the difference? This paper attempts to answer the question by examining the difference in perception about lesson observation by teachers in Hong Kong and Guangzhou. It is speculated that the difference might be caused by the difference in the professional culture of teachers in the two places. For the purpose of comparison, teachers with lesson observation experience in Hong Kong and Guangzhou were interviewed. Possible reasons which help to explain the aforesaid phenomenon will be discussed. Copyright © 2000 The Hong Kong Institute of Education.
|Title of host publication
|Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century
|Place of Publication
|Hong Kong Institute of Education
|Published - 2000