The early experience of intercultural teacher education in Hong Kong

Yuet Mui Celeste YUEN

Research output: Contribution to journalArticle

Abstract

This paper draws conclusions from a pioneering project that has offered a systematic institute-school support scheme for the education of newly arrived students from mainland China (NAS) in six Hong Kong primary schools. It begins with an overview of the monocultural nature of Hong Kong education and its early experience in educating the NAS. An analysis of the project is then given, highlighting the way in which the six schools have responded to the challenges and opportunities for managing the diverse learning needs of the NAS, with particular emphasis on professional development for teachers. Finally, the project has served to clarify a future direction for teachers to facilitate their work in the intercultural classroom, with regard to the specific nature of Hong Kong. Copyright © 2004 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)151-166
JournalIntercultural Education
Volume15
Issue number2
DOIs
Publication statusPublished - Jun 2004

Fingerprint

Hong Kong
teacher
education
experience
school
primary school
classroom
China
learning
Group
student

Citation

Yuen, C. Y. (2004). The early experience of intercultural teacher education in Hong Kong. Intercultural Education, 15(2), 151-166.