Teachers, Teacher Education, and Professional Development
Teacher Education Specific to Reading
Pre-service and in-service teacher education programs at the nondegree and degree levels are provided by tertiary institutions funded through the University Grants Committee. From 2005 onward, all new graduates from pre-service teacher training programs for primary and secondary education have been degree holding graduates. As part of the government’s comprehensive strategy to enhance students’ language proficiency, proficiency levels have been specified and benchmark requirements for English and Putonghua teachers have been established. From 2004 onward, teachers wishing to teach English and/or Putonghua have been asked to demonstrate basic language proficiency before being offered a language teaching position. At the same time, in light of lessons learned through Hong Kong’s involvement in international comparison surveys of children’s scholastic attainment (e.g., PIRLS), courses for the professional training of preservice and in‑service language teachers in Hong Kong have been modified and adjusted. Course adjustments have been made that currently apply to the teaching of Chinese, English, or both.28
Requirements for Ongoing Professional Development in Reading for Teachers
In-service professional development courses for teachers are provided by the Education Bureau, universities, and other professional organizations. Training programs also are provided to enhance teachers’ professional knowledge and their ability to cater to students’ learning needs. These programs also help teachers to keep abreast of new teaching techniques and curriculum innovations. The Committee on Professional Development of Teachers and Principals recommends the completion of 150 hours of linked professional development over a three year period, including time spent on structured learning and other professional development activities that contribute to school development.29 The Education Bureau also organizes various training courses for teachers throughout the year that include curriculum development and implementation, and courses on teaching children with specific learning difficulties in reading and writing.30