Teachers, Teacher Education, and Professional Development
In the 2014–2015 academic year, there were 23,556 primary school teachers and 29,438 secondary school teachers in Hong Kong.29 Anyone who wishes to teach in a school must be registered under the EDB’s Education Ordinance as a registered teacher or a permitted teacher. Registered teachers possess the approved teaching qualifications and teaching experience as stated in the ordinance. Permitted teachers hold academic qualifications but no teacher training or teacher qualifications, and they are given a permit to teach a specified subject or subjects in specified schools.30
There are two main types of teacher education programs: five year undergraduate bachelor of education programs and one year, full time (or two year, part time) postgraduate diploma in education programs with intakes from university graduates. Five institutions in Hong Kong offer teacher education, although only four of these are considered major providers. These institutions provide specialized teacher education programs in the areas of mathematics education and science education. Because the government does not stipulate the amount of pedagogical training in these programs, there is variation among institutions, but all teacher education programs include a supervised practicum. Sometimes, these institutions also offer short courses for in-service education practitioners upon the request of the EDB.31
It is the government’s long term policy to require all new teachers, including mathematics and science teachers, to receive professional training and hold a degree. All sub-degree, preservice teacher education programs for primary and secondary school teachers have been upgraded to degree granting programs; as of the 2004–2005 academic year, all graduates of these programs are granted a degree.32 According to the Hong Kong Annual Digest of Statistics,33 the percentage of primary school teachers who hold a degree increased from 92.5 percent in the 2010–2011 academic year to 96 percent in the 2014–2015 academic year. The percentage of secondary school teachers who hold a degree increased from 97.5 percent to 98.5 percent from 2010 to 2015. In the 2014–2015 academic year, 96.1 percent of primary school teachers and 96.5 percent of secondary school teachers were trained professionally.
To enhance the professionalism of teachers, an advisory committee, the Committee on Professional Development of Teachers and Principals (COTAP), advises the government on policies and measures related to the professional development of teachers and principals at different career stages. COTAP commissions and conducts education research, evaluation studies, and professional development programs for teachers and principals, and serves as a platform for promoting professional sharing, collaboration, and networking with various stakeholders in school management, educational bodies, and organizations.34 The CDI also provides professional development programs to teachers and education stakeholders based on their needs. For example, in July 2015, the EDB announced that the CDI would provide approximately 810 professional development programs in the 2015–2016 academic year to cater to the needs of approximately 60,000 principals and teachers of secondary and primary schools and preprimary institutions in Hong Kong.35 There are two broad categories of professional development programs: courses to enhance overall professional knowledge; and courses in key learning areas or subject-specific courses. A range of collaborative research and development projects related to key curriculum changes also are conducted in partnership with schools and consultants or universities.36
Teacher participation in professional development programs and activities is voluntary rather than mandated. Teachers may choose to attend programs that are relevant to their interests. There is no official requirement for teachers to participate in professional development programs or activities. In the Third Report on Teachers’ Continuing Professional Development, published in 2009, COTAP recommended that teachers undertake 150 CPD hours over three years.37 Some schools may advise their teachers to attend a certain number of professional development courses per academic year.