Abstract
The paper examines the contextual factors and the dominant forces influencing the professionalisation of Hong Kong primary school teachers. The findings indicate that the recent direction of professionalisation has been focused on teachers’ professional development, which has been increasingly controlled by the bureaucracy. The strategies for professional development are characterised by systemic requirements of teachers’ qualification standards, specialist subject knowledge and continuing professional development. However, the policy formulation often lacks coordination, and the implementation process is typically top-down, with teachers’ automomy being ignored. In addition, amidst a worsening employment environment, teachers’ choices of development activities are often aimed at meeting policy requirements, which may improve their job security. The findings suggest that the Government cannot advocate teacher professionalisation on the the hand, and mandate the professionalisation agendas and standards for teachers on the other, which would only ruin teachers’ initiatives. Teacher also have to strive for the setting up of a professional body to exercise their professional autonomy.
| Keywords: | teacher professionalisation; professional development; primary teachers |
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