| This is a historical case study about the development of teacher education in Hong Kong during the decade 1992 to 2002. This development is illustrated by the case of the Hong Kong Institute of Education and its forerunners. The year 1992 was the time when the Hong Kong colonial government decided to overhaul teacher education in Hong Kong; and the year 2002 was the time when the first cohort of four-year full time Bachelor of Education student teachers graduated. In 1997, right in the middle of this period, Hong Kong was returned to China. This study discusses the development of teacher education during the transition period (1992--2002) first under the British colonial government and then after 1997 with the new Hong Kong Government.;This historical case study focuses on the development of the Hong Kong Institute of Education, which was formed through merging five colleges of education in 1994. The Institute then became the chief provider of teacher education in Hong Kong. This study focuses on the changes and continuities in the milieu, faculty members, curriculum, and student teachers in the Hong Kong Institute of Education. While the overall changes in teacher education in the Hong Kong Institute of Education were gigantic and radical, many issues remain unresolved and new problems have emerged. Some of these problems are unique to Hong Kong; some have counterparts in other countries.;In the conclusion, implications are drawn for future courses of development. The revolutionary strategy of the Chinese Communist Party, the "mass line", is suggested for further teacher education inquiry in Hong Kong. This study mainly contributes to understanding teacher education development in Hong Kong. However, the historical and global contexts upon which this study is intentionally based should also enable readers from other places to draw lessons and inspiration from the case of Hong Kong.;This study attempts to depict a world, not the whole world, of teacher education in Hong Kong. This is not a comparative case study between teacher education in Hong Kong and that from some other place. Rather, in this study, the development of teacher education in Hong Kong is identified within a broad historical and global context. References to the development of teacher education are drawn from other countries and compared to those of Hong Kong. |
