Abstract
Teacher professionalism has long been a topic of great interest to various stakeholders in education. A review on the extant literature suggested that there were different views on its conceptualization and operationalization. In general, skills and knowledge are two key elements central to the constitution of teacher professionalism. In fact, the definition of teacher professionalism is always changing following new expectations and requirements on teachers, particularly during education reform in a society. These changes may lead to a redistribution of power among different stakeholders in the education system. Teachers are sometimes being empowered but sometimes are being depowered during the changes. In facing challenges coming from the changes, some teachers can get further personal growth and professional development. Over the past decades, Hong Kong has undergone a series of education reforms that exert considerable impacts on teaching profession. In the road of these education reforms, teachers are being empowered through decentralization of decision-making power from central government officials to school-based management. However, this process of teacher empowerment is not monotonous. In recent years, new demands on teaching professionals tend to induce constraints on teachers in exercising their power. The process of teacher empowerment and depowerment in the road of education reform in Hong Kong is a very typical example to illustrate the changing nature of definition of teacher professionalism.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Advisory Committee on Teacher Education and Qualifications. (2003). Towards a learning profession: The teacher competencies framework and the continuing professional development of teachers. Hong Kong: Government Logistics Department.
Berg, G. (1989). Education reform and teacher professionalism. Journal of Curriculum Studies, 21(1), 53–60.
Campbell, E. (1996). Ethical implications of collegial loyalty as one view of teacher professionalism. Teachers and Teaching, 2(2), 191–208.
Chan, R. M. C., & Lee, J. C. (2008). Teachers’ continuing professional development: Are we on the right track? In J. C. Lee & L. P. Shiu (Eds.), Developing teachers and developing schools in changing context (pp. 71–99). Hong Kong: Hong Kong Institute of Education Research.
Chan, R. M. C., Lau, K. M., Wu, S. W., Wu, J. K. F., Lee, S. H., Fung, M. C., et al. (2013). Education research report series: A Research Study on Hong Kong Teachers’ Professional Ethics and Moral Conduct: Preliminary Analysis [教育研究報告系列:香港教師教學專業與道德操守的檢視:初步資料分析]. Hong Kong: Education Convergence and Hong Kong Primary Education Research Association.
Character Development Foundation. (n.d.). A code of ethics for educators. Retrieved August 22, 2014, from: http://www.charactered.org/ethicstext.htm
Cheng, Y. C. (2009). Hong Kong educational reform in the last decade: Reform syndrome and new developments. International Journal of Educational Management, 23(1), 65–86.
Ching, K. M. (1995). Hong Kong education in the era of political change. (In Chinese: 政治變動中的香港教育). Hong Kong: Oxford University Press.
Council on Professional Conduct in Education (1995). Code for the education profession of Hong Kong. Hong Kong: Council on Professional Conduct in Education. Retrieved January 19, 2016, from: http://cpc.edb.org.hk/en/download/code.pdf
Conley, S., & Muncey, E. M. (1999). Organizational climate and teacher professionalism: Identifying teacher work environment dimensions. In H. J. Freiberg (Ed.), School climate (pp. 107–128). NY: Taylor and Francis.
Darling-Hammond, L. (1990). Teacher professionalism: Why and how? In A. Lieberman (Ed.), Schools as collaborative cultures: Creating the future now (pp. 25–50). London: Falmer.
Day, C. (2002). School reforms and transitions in teacher professionalism and identity. International Journal of Educational Research, 37(8), 677–692.
Dresscher, E. (2007). Professional ethics in teaching and professional teachers organisations: An inquiry into the background of Education International’s declaration on professional ethics. Retrieved August 21, 2014, from: http://old.ei-ie.org/ethics/file/(2007)%20Professional%20Ethics%20in%20Teaching%20and%20Professional%20Teachers%20Organisations%20by%20Eduard%20Dresscher.pdf
Education Commission. (1984). Education Commission Report No. 1. Hong Kong: Government Printer, Hong Kong.
Education and Manpower Bureau. (2004). Implementation of recommendations of Standing Committee on Language Education and Research on Language Teacher Education and Qualifications. Education and Manpower Bureau circular Memorandum 54/2004.
Education Bureau. (2014). Language proficiency assessment for teachers. Retrieved from: http://www.edb.gov.hk/en/teacher/qualification-training-development/qualification/language-proficiency-requirement/lpat.html
Education Commission. (1992). Education Commission Report No.5. Hong Kong: Government Printer.
Evans, L. (2011). The ‘shape’ of teacher professionalism in England: professional standards, performance management, professional development and the changes proposed in the 2010 White Paper. British Educational Research Journal, 37(5), 851–870.
Furlong, J., Barton, L., Miles, S., & Whitty, G. (2000). Teacher education in transition. Buckingham: Open University Press.
Hextall, I., Gribb, A., Gewirtz, S., Mahony, P., & Troman, G. (2007). Changing teacher roles, identities and professionalism: An annotated bibliography. England, London: King’s Colleage, Roehampton University, & T.L.R.P. Teaching & Learning Research Programme. Extracted August 21, 2014, from: http://www.tlrp.org/themes/seminar/gewirtz/papers/bibliography.pdf
Klaassen, C. (2012). Just a teacher or also a moral example? In D. Alt, & R. Reingold (Eds.), Changes in Teachers’ moral role. From passive observers to moral and democratic leaders, (pp. 1–11). Rotterdam: Sense Publishers.
Klaassen, C., & Maslovaty, N. (2010). Teachers and normative perspectives in education: An introduction. In C. Klaassen & N. Maslovaty (Eds.), Moral courage and the normative professionalism of teachers (pp. 1–12). Rotterdam: Sense Publishers.
Lai, M., & Lo, L. N. K. (2007). Teacher professionalism in educational reform: The experiences of Hong Kong and Shanghai. Compare, 37(1), 53–68.
Nuland, S. (2009). Teacher codes: Learning from experiences. France: International Insititue for Educational Planning.
Oriental Daily News (December 20, 2012). Complaint cases related to teachers’ behaviors increase. (In Chinese: 教職員涉不當行為 投訴趨升). Hong Kong: Oriental Daily News. Retrieved August 21, extracted from: http://orientaldaily.on.cc/cnt/news/20121220/00176_051.html
Ozga, J. (Ed.). (1988). Schoolwork: Approaches to the labour process of teaching, Milton Keynes. UK: Open University Press.
Poulson, L. (1998). Accountability, teacher professionalism and education reform in England. Teacher Development, 2(3), 419–432.
Rizvi, M. (2008). The role of school principals in enhancing teacher professionalism. Lesson from Pakistan. Educational Management Administration Leadership, 36(1), 85–100.
Rizvi, M., & Elliot, B. (2005). Teachers’ perceptions of their professionalism in government primary schools in Karachi, Pakistan. Asia Pacific Journal of Teacher Education, 33(1), 35–52.
Robertson, S. L. (1996). Teachers’ work, restructuring and postfordism: Constructing the new professionalism’. In I. Goodson & A. Hargreaves (Eds.), Teachers’ professional lives. London: Falmer Press.
South China Morning Post (December 20, 2012). Officials accused of blocking creation of teachers’ professional group. Hong Kong: South China Morning Post. Retrieved August 21, extracted from: http://orientaldaily.on.cc/cnt/news/20121220/00176_051.html
Talbert, J. E., & McLaughlin, M. W. (1994). Teacher professionalism in local school contexts. American Journal of Education, 102(2), 123–153.
Tang, S. Y. F. (2011). Teachers’ professional identity, educational change and neo-liberal pressures on education in Hong Kong. Teacher Development: An International Journal of Teachers’ Professional Development, 15(3), 363–380.
Union of Education Norway. (Utdanningsforbundet) (n.d.). Professional ethics for the teaching profession. Norway: Union of Education Norway. Retrieved Aug 21, 2014, from: https://www.utdanningsforbundet.no/upload/1/L%C3%A6rerprof_etiske_plattform_a4_engelsk_31.10.12.pdf
Visiting Panel commissioned by the Hong Kong Government. (1982). A Perspective on education in Hong Kong. Hong Kong: Government Printer, Hong Kong.
Watkins, D. A., & Biggs, J. B. (1996). The Chinese learner: Cultural, psychological and contextual influences. Hong Kong & Australia: CERC & ACER.
Whitty, G. (2000). Teacher professionalism in new times. Journal of In-service Education, 26(2), 281–295.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Wu, J., Cheung, H.Y., Chan, R.M.C. (2017). Changing Definition of Teacher Professionalism: Autonomy and Accountability. In: Amzat, I., Valdez, N. (eds) Teacher Empowerment Toward Professional Development and Practices. Springer, Singapore. https://doi.org/10.1007/978-981-10-4151-8_4
Download citation
DOI: https://doi.org/10.1007/978-981-10-4151-8_4
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-4150-1
Online ISBN: 978-981-10-4151-8
eBook Packages: EducationEducation (R0)