eprintid: 10004752
rev_number: 19
eprint_status: archive
userid: 587
source: pure
dir: disk0/00/00/47/52
datestamp: 2010-05-17 16:27:32
lastmod: 2017-12-07 21:12:20
status_changed: 2010-05-17 16:27:32
type: article
metadata_visibility: show
item_issues_count: 0
creators_name: Morris, Paul
creators_id: p.morris@ioe.ac.uk
title: Teaching in Hong Kong: Professionalization, Accountability and the State
ispublished: pub
divisions: B14
note: This is an electronic version of an article published in Morris, Paul (2004) Teaching in Hong Kong: Professionalization, Accountability and the State. Research Papers in Education, 19 (1). pp. 105-121. Research Papers in Education is available online at: http://www.informaworld.com/10.1080/0267152032000177007
abstract: This article traces the processes for encouraging and/or ensuring the accountability of teachers in Hong Kong. It is argued that, if examined historically, the nature of teacher accountability has been determined by the government, whose approach has been ambivalent and paradoxical. Up until the mid 1980s, through inertia and nondecisions, the government maintained the low level of professionalization of teaching. Subsequently, from the late 1980s onwards, it resisted and diluted attempts by the professional community to regulate itself. Most recently it has actively sought to introduce systems to allow the government to scrutinize teachers in an ostensible attempt to promote the level of teacher professionalism. These changes are analysed in terms of the differences between professionalism and professionalization, and with reference to the government’s own legitimacy and the changing political context.
date: 2004-03
date_type: published
oa_status: green
language: eng
primo: open
primo_central: open_green
full_text_status: public
publication: Research Papers in Education
volume: 19
number: 1
pagerange: 105-121
pages: 17
refereed: TRUE
issn: 0267-1522
citation:        Morris, Paul;      (2004)    Teaching in Hong Kong: Professionalization, Accountability and the State.                   Research Papers in Education , 19  (1)   pp. 105-121.          Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10004752/1/Morris2004Teaching105.pdf