Many scholars have proposed that teachers are the root to enhance the quality of our education in Hong Kong. What are the qualifications for this work? Surely, “knowledge, skills, attitude” are indispensable. In other words, training a high quality teacher cannot be done in just a few months. On the contrary, opportunities should be continuously provided for them to grow. Hong Kong Baptist University, Department of Education Studies, side by side with the local education development, has been at the forefront in launching new courses. In 2004, “Subject Teaching and Subject Knowledge (STSK)” series is one of the best examples to show our commitment to the education of Hong Kong.
Regarding the offering of continuing professional development for teachers, the Advisory Committee on Teacher Education and Qualifications recommends teacher training institution “work together in partnership with schools to plan and design school-based and personal continuing professional development courses in order to accompany individual teachers and changing needs of the teaching profession”. As one of the teacher training institutions in Hong Kong, the Hong Kong Baptist University, Department of Education Studies, believes that a balanced development of teachers is beneficial for the advancement of local education.
It is quite demanding for teachers to face teaching, administrative and student issues, and also make time for continuous education at the same time. With limited time and space, what then is the way to actively pursue further studies effectively and systematically, and also conveniently so as to enhance personal qualities? Effort from all parties is essential. Hong Kong Baptist University, Department of Education Studies, Continuing Professional Development Unit, is actively creating various short-term courses to sustain the process of teachers’ development.
Continuing Professional Development Committee
Department of Education Studies
Hong Kong Baptist University
The establishment of the Teachers Continuing Professional Development Committee is in response to the recommendation of the Advisory Committee on Teacher Education and Qualifications Committee. According to the report “Learning Professional, Professional Learning – Teacher Competencies Framework and teachers continuing professional development” issued in November 2003, where it was suggested that the teacher training institutions should “work together in partnership with schools to plan and design school-based and personal continuing professional development courses in order to accompany individual teachers and changing needs of the teaching profession development”
In the view of this background, the “Teacher Continuing Professional Development Unit” formulated a long-term work plan with the following two objectives:
Since the beginning in 2002, principals began a 150-hour course of principal continuing education over three years. At the same time, the Continuing Professional Development policy (CPD) for primary and secondary school teachers, in alignment with the report “Learning Professional, Professional Learning – Teacher Professional Competencies Framework and Teachers Continuing Professional Development” by the Advisory Committee on Teacher Education and Qualifications Committee, was officially launched and initiated a period of three year continuous professional development of teachers as a “trial period.”
The report made clear the importance of continuing education of teachers, and further established the concept that teachers must engage in a process of continuous education. Through the implementation of specific policies, primary and secondary school teachers were encouraged to conduct more systematic continuing professional development programmes within this framework to further enhance the quality of teaching.
To enable front-line educators to gain a more in-depth understanding of the impact of “teachers continuing professional development” on all in-service teachers,. this article brings together the relevant information and offers some brief discussion on the issue.
a. the document developed a blueprint named “Teacher Competencies Framework” as the basis for the sustainable development of teachers. The term “framework” covers four major areas: “Teaching and Learning”, “Student Development”, “School Development”, and “Relationships and Services between professional groups “;