Alternate routes in initial teacher education: a critical review of the research and policy implications for Hong Kong

The authors use Hong Kong's policy on initial teacher training as a case study of the relationship between international trends and local policy, providing insights into policy formation. Initial teacher training has traditionally been provided by higher education institutions in most countries. In recent years, the number of alternative pathways have grown in the US and the UK. University-based routes have also been criticised as a barrier to entry to the profession for capable candidates. It is argued that these trends have had a significant effect on initial teacher training policy in Hong Kong. Untrained teachers met shortfalls in teacher supply until 1997, when government policy required all new teachers to hold degrees and be professionally trained. This policy was short-lived and the authors argue that there is substantial evidence that policy has been influenced by international trends in alternative pathways.

The volume from which this chapter is taken is indexed at TD/TNC 98.897. Selected individual chapters are indexed from TD/TNC 98.898 to TD/TNC 98.906.

The authors use Hong Kong's policy on initial teacher training as a case study of the relationship between international trends and local policy, providing insights into policy formation. Initial teacher training has traditionally been provided by higher education institutions in most countries. In recent years, the number of alternative pathways have grown in the US and the UK. University-based routes have also been criticised as a barrier to entry to the profession for capable candidates. It is argued that these trends have had a significant effect on initial teacher training ...  [+] Show more