Abstract
The events that mark the snail-like progress of teachers in Hong Kong towards displaying any of the organizational hallmarks of a profession have largely been affected by vagaries and vicissitudes created, in part, by an administration wary of a potential loss of control over teachers; political and social transition due to change of sovereignty in 1997; and, more significantly, an inability on the part of teachers and their representatives to present a convincing, united, and informed lobby with which to garner support from legislators. Recently, discussion concerning the professionalization of teachers has fluctuated between demands for self-regulation for teachers (Llewellyn, 1982; Preparatory Committee, 1990) and a denial of these calls through cautious responses advocating a greater "sense of professionalism" as an alternative (ECR1, 1984). With the publication of ECR5 (Education Commission Report No.5), there is reason to be optimistic that significant progress towards professionalization is within reach. ECR5 breaks the monotonous pattern of request and rebuttal, and produces an imaginative recommendation that can best be described as one of "limited professionalization".
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