New Horizons

Abstract

This paper attempts to define the meaning of quality in teaching, and underlines the diversity of views among scholars and professional educators who approach the concept from varying perspectives because they also function in different work contexts. In the majority of schools in Hong Kong, quality in teaching is being linked with only one important indicator, the examination results of students. As guarantors of quality in teaching as well as arbitrators and executors of school reform, teachers often determine the outcome of reform. The professionalization of teachers, and the degree of autonomy and initiative of teachers in turn determine their possible role in quality guarantee and school reform. This paper uses a theoretical framework established by W.K. Tsang of the Chinese University of Hong Kong to facilitate understanding of issues concerning the professionalization of teachers. It points out that the professionalization of teachers is dependent on the institutionalization of professional knowledge, and how professional knowledge is being treated as a central concern. By using the implementation of three recent policy initiatives as examples, it confirms that the road ahead for the professionalization of Hong Kong teachers may not be a smooth one.

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