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The Creeping of Neo-Liberal Influences into Teacher Education Policy: The Case of Hong Kong

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Abstract

Neo-liberal values have pervasive influence on education and teacher education around the globe. By analyzing findings from document analysis and interview with key policy actors as well as reviewing other academics’ work, this article examines the penetration of neo-liberal ideas through policy content, selection of policy instruments, process of policy production and policy outcomes in teacher education in Hong Kong. The study reveals that neo-liberal values have driven large-scale education reforms with English as a key concern and Government’s exertion of greater power to influence teacher education policy in the policy ecology. Regarding entry into teaching, the paradoxical policy content is manifested in the “open market” of teacher preparation, absence of regulatory mechanism in relation to professional standards yet mandatory requirements on language teachers. With the use of “economy” and “mandate” as policy instruments, the Government has exerted greater power to influence teacher education policy. The process of policy production associated with mandatory requirements for language teachers is characterized as a change of approach from “coercion” to “soft landing”. Policy outcomes, including preparation of language teachers and repercussions for the teaching profession, are discussed. While the Hong Kong case adds to understanding of the impact of neo-liberal values through linkages between global trend and local realities, it may provide a narrative for those in other contexts and countries to explore and reflect on local understandings of policy trajectories in teacher education.

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Notes

  1. When referencing the comments of policy interviewees, the acronyms “EPA” and “LEB” are used to protect individuals’ anonymity while giving the reader a sense of the roles of the interviewees with respect to policy production in ITE and entry into teaching. Each interviewee is assigned a number to distinguish between those similarly positioned.

  2. The ACTEQ gives advice to the Government on issues related to teacher education, development and qualifications. It has been renamed as the Committee on Professional Development of Teachers and Principals (COTAP) since 1 June, 2013.

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Authors and Affiliations

  1. Department of Education Policy and Leadership, The Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, N.T., Hong Kong SAR, China

    Sylvia Y. F. Tang

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  1. Sylvia Y. F. Tang
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Correspondence to Sylvia Y. F. Tang.

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Tang, S.Y.F. The Creeping of Neo-Liberal Influences into Teacher Education Policy: The Case of Hong Kong. Asia-Pacific Edu Res 24, 271–282 (2015). https://doi.org/10.1007/s40299-014-0178-1

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