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2018 Volume 5 Issue 6
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CHUNG Chak, TIAN Xiaohong. The Changes, Continuities and Deficiencies in the Goal of Teacher Educationin Hong Kong: 1992-2017[J]. Journal of Teacher Education, 2018, 5(6): 75-82. doi: 10.13718/j.cnki.jsjy.2018.06.009
Citation: CHUNG Chak, TIAN Xiaohong. The Changes, Continuities and Deficiencies in the Goal of Teacher Educationin Hong Kong: 1992-2017[J]. Journal of Teacher Education, 2018, 5(6): 75-82. doi: 10.13718/j.cnki.jsjy.2018.06.009
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The Changes, Continuities and Deficiencies in the Goal of Teacher Educationin Hong Kong: 1992-2017

  • 1.

    Chu Hai College of Higher Education, Hong Kong, China

  • 2.

    College of Teacher Education, Zhejiang Normal University, Jinhua 321004, China

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  • Received Date: 28/06/2018
  • The paper selected four statements to analyze the changes, continuities and deficiencies in the goal of teacher education in Hong Kong. These include:the 1992 Education Commission Report No. 5, the 2000 Education Blueprint of the new Hong Kong government, the 2001 "Vision, mission and guiding values" statement of the Hong Kong Institute of Education, and the 2017 corresponding statement of the Education University of Hong Kong. These goals, blueprints, and mission and vision statements show high internal coherence, indicating the continuity and stability in teacher education during the transition period(1992-2002) in Hong Kong, and also the transition from cultural dependency to globalization in the 21st century. Also demonstrated is continuity in the apolitical nature in education and in teacher education of the time. In the analysis, the deficiencies of the goal statements are discussed under political, historical/cultural and local dimensions.In short, politically there was a lack of any national or social reconstruction orientation. Culturally there was a lack of cultural identities-the goals statements carried almost a universal tone. The Chinese cultural tradition was almost invisible. There was also a lack of local perspective as the goals were de-contextualized. The goal statements were not built upon the uniqueness of the education system in Hong Kong.These goal statements tended to demonstrate the instrumental nature and the technical rationality in teacher education planning.
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The Changes, Continuities and Deficiencies in the Goal of Teacher Educationin Hong Kong: 1992-2017

  • Received Date: 28/06/2018

Abstract: The paper selected four statements to analyze the changes, continuities and deficiencies in the goal of teacher education in Hong Kong. These include:the 1992 Education Commission Report No. 5, the 2000 Education Blueprint of the new Hong Kong government, the 2001 "Vision, mission and guiding values" statement of the Hong Kong Institute of Education, and the 2017 corresponding statement of the Education University of Hong Kong. These goals, blueprints, and mission and vision statements show high internal coherence, indicating the continuity and stability in teacher education during the transition period(1992-2002) in Hong Kong, and also the transition from cultural dependency to globalization in the 21st century. Also demonstrated is continuity in the apolitical nature in education and in teacher education of the time. In the analysis, the deficiencies of the goal statements are discussed under political, historical/cultural and local dimensions.In short, politically there was a lack of any national or social reconstruction orientation. Culturally there was a lack of cultural identities-the goals statements carried almost a universal tone. The Chinese cultural tradition was almost invisible. There was also a lack of local perspective as the goals were de-contextualized. The goal statements were not built upon the uniqueness of the education system in Hong Kong.These goal statements tended to demonstrate the instrumental nature and the technical rationality in teacher education planning.

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