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1. Teacher Challenges
in 21st Century:
Pedagogy, Standardized Testing
and Pay Checks
Ora Kwo
The University of Hong Kong
1

2. Tensions in our Education:
Impact of
Standardized Testing

3. Education for All:
Education for What?
Conversations with university students:
“We have made it, until the next
competition!”
The drive in schooling?
Competition
Competition
Competition

4. UNESCO’s Delors Report,
Learning: The Treasure Within
(1996)

5. But are these just high-sounding
aspirations?
What is the reality for
our young people?

7. What is the role of the
examination system?
What sorts of students
are we producing?

8. The shadow education
system of private
supplementary tutoring

9. • 54% Grade 9 • 29% lower • 12% primary • 25% lower
• 72% Grade 12 secondary • 8% secondary secondary
• 33% upper
secondary
Hong China
Kong (Mainland) UK France
• West Bengal, • 16% Primary 1; • 88% elementary
57% primary • 65% Secondary 3 • 72% middle
• Kerala,
• 60% high
72% secondary
India Japan Korea

10. In-your-face marketing

11. Hong Kong ‘Star’ Tutors
“The Godfather of Science”
“Brand-A Tutor”
“Queen of English”

12. More subtle European approaches?

15. A Shadow Education System
Why a shadow?
• Private tutoring only exists
because the mainstream
exists.
• As the size and shape of the
mainstream changes, so does
that of the shadow.

16. What sorts of
supplementary tutoring?
one-to-one
small groups
large classes
internet

17. Who provides tutoring?
• Teachers, on a supplementary basis after
school hours
• University and secondary school
students
• Professional tutors, working as
individuals or for companies

18. In the school sector:
How many teachers are providing
tutoring:
• to their own pupils?
• to pupils of other teachers in their
schools?
• to pupils from other schools?
And with what implications?

19. What about the amateur tutors?
• What do parents and families get
for their money?
• How can the consumers recognise
quality?
• And what are the risks?

20. Back to the Delors Report
(1996)

21. Different types have different
implications?

22. pressure on
young people

23. corruption
If you agree to
If you agree to
take private
take private
tutoring lessons,
tutoring lessons,
sit down…if you
sit down…if you
don’t, show me
don’t, show me
your palms!!!
your palms!!!

24. Good luck Sherif,
Good luck Sherif,
my son…please do
my son…please do
your best…you’re
your best…you’re
obviously not blind
obviously not blind
to the effects your
to the effects your
private tutoring
private tutoring
lessons have had
lessons have had
on our family
on our family

25. Does not necessarily increase student
achievement
Look at the
Look at the
consequence
consequence
of your private
of your private
tutoring
tutoring
lessons!!!
lessons!!!

26. Issues
Consumes household resources
May reduce stress on students, but may also increase it
Can undermine as well as support the school teachers
Inadequate indicators of quality
Exacerbates social inequalities

27. Balance
between the positive & the negative
Inquire into the causes before identifying the remedies…
Inadequacies in schools?
Social competition?

28. Vicious Cycle?
(Chris Wong, HKU BEd LS Year 4)
Socio- University
economic admission
inequalities
The
Crisis

29. Teacher Professionalism:
Accountability & Autonomy
Power & Responsibilities

30. EFA:
“more training & better training!”
But how well are systems co-ordinated?
Where are the gaps between the desirable
and the routines in practice?
And balance between supervision and
teachers’ autonomy?
Human relationships in the systems?

31. Conflicting Discourses (1)
Quality of education for 21st century!
 education reform as a worldwide
phenomenon
 expectation of ‘critical thinking’ &
‘moral responsibilities’
What about modelling from the adult
world?

32. Conflicting Discourses (2)
Performance indicators!
 scoring by students
 scoring by teachers
Tyranny of measurement? (vs policy
development)
Validity of measuring instruments?
What principles are being carried? Impact?

33. Teacher Images?
Huberman & Guskey (1995)
pedagogy & refresher training…
passive, inadequate, disempowered?

34. Teachers’ Inner Power
coming from…
self-understanding,
whereas collective understanding of
inner power will advance
self-empowerment as a profession.

35. Towards a Culture
for Learning Together
• completed ‘thesis’
 authenticity of inquiry
• “brought together”
 converging, driven by… values
• disciplinary expertise
 inter-disciplinary quest

36. Pedagogical Innovation
Pedagogical
Principles and
Strategies (I)
Values /
Beliefs
Pedagogical Pedagogical
Principles and Principles and
Strategies (III) Strategies (II)

37. Pedagogical Innovation as a
Collaborative Venture
Pedagogical
Principles and
Strategies (I)
Values /
Beliefs
Pedagogical Pedagogical
Principles and Principles and
Strategies (III) Strategies (II)
Collegiality and Peer Support
for Paradigm Shift

38. Challenges to Academics
asymmetrical relationship between
research and teaching
•research and publication are keyed into
reward incentives for promotion and salary
increase (Nicholls, 2005:29)
•research and teaching are in competition
for time, resources and space
(Brew 2007:1)

39. Scholarship of
Scholarship of teaching and learning
Teaching & Learning (SoTL)
(SoTL)
Boyer (1990):
problem of teaching and learning as
absence of inquiry 
incorporate teaching into scholarship
as scholarship of teaching and
learning (SoTL)
39

40. Making Teaching
Making ‘Community Property’
teaching ‘community property’
• SoTL is not really finished until it has been
captured in ways that others can see and
examine. (Huber and Hutchings 2005:26)
• SoTL is moving teaching from a mostly
private enterprise to a place where
teaching can be documented, shared, and
built upon as ‘community property’.
(Shulman, 1993: 7)

41. Individual Inquiry Enhanced
in a SoTL Community
Personal Other
Literature
reflection Influences…
reading
Personal
experience
collaborative inquiry
interwoven with individual
inquiry
Individual Individual
inquiry inquiry
Individual Individual developing teacher
inquiry inquiry knowledge:
personal practical knowledge
(PPK)
41

42. Three Key Characteristics of SoTL
• It should be public,
• susceptible to critical review and
evaluation, and
• accessible for exchange and use by
other members of one’s scholarly
community.
(Shulman, 1998)

43. Relationships
Relationships
inin the learning community
the Learning Community
(Palmer, 1998, p.102)

44. Critical Questions on Unity
A critical question
Learning is never void of values…
What is this ‘subject’ in the centre?
For what are colleagues convergent – what
do we care most beyond the individual
space?
What core values are being actualized
when we learn together?

45. Diversity as
EnrichingHKU Vision Learning
Resources for
How are our core values actualized
in a diversity of:
contexts of practice
perspectives & foci
levels of articulation
receptivity in listening
experiences & maturity
????

46. Voices of Reconnections
HKU Vision
Teacher learning is about the processes
of teachers’ engagement to take
challenges as opportunities for learning,
with thoughtful reconnections within their
inner worlds to address the
disequilibrium raised by the challenges.
(Kwo 2010, p.325)

47. Methodology Unity from Diversity:
Seeking
a Process of Joint Inquiry
• narrative inquiry as a tool for SoTL
(refer to handout)
• self-study & social action (Pithouse,,
Mitchell & Moletsane 2009).
47

48. Policy Implication (1)
Empowerment in dialogues:
Through actualization of teachers’
voices amidst internal / external
dialogues, learning is empowered
as recognised struggles.

49. Policy Implication (2)
A collective moral drive:
in unity
with respect of diversity

50. Policy Implication (3)
Learning to live together:
conflicts
inquiry / research
understanding
conflict-resolution

51. Policy Implication (4)
Learning to be…
as a sustainable process of
identity renewal
as a process of relationship-
building for sharing
responsibilities

52. Leadership as a Moral Quest
(Kwo 2010)
Learning to be is like a timeless goal
for moral development in humanity,
which is articulated, re-visited and
reinforced in the hearts
of the committed educators whose
persistent moral choices for learning
demonstrate a form of living…
bring together educators
across generations
and cultural traditions.

53. Perspectives
from Comparative Studies
Kwo, Ora (Ed) (2010). Teachers as
Learners: Critical Discourse on
Challenges and Opportunities.
Hong Kong and Dordrecht:
Springer. 349 pp.
This book can be ordered from:
cerc@hku.hk
Website:
www.hku.hk/cerc/Publications

54. Thank you -
Thank you -
let’s pursue this timeless goal!
let’s pursue this timeless goal!
Comparative Education Research Centre
Faculty of Education
University of Hong Kong
wykwo@hku.hk

55. REFERENCES
Boyer, E. (1990). Scholarship reconsidered: Priorities for the professoriate.
Princeton, NJ: Carnegie Foundation for the Advancement of Teaching, University
of Princeton.
Brew, A. (2006). Research and teaching : Beyond the divide. Houndmills,
Basingstoke, Hampshire ; New York: Palgrave Macmillan.
Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planner:
narrative of experience. New York: Teachers' College Press.
Connelly, F. M., Clandinin, D. J., & He, M. F. (1997). Teachers' personal
practical knowledge on the professional knowledge landscape. Teaching and
Teacher Education, 13(7), 665-674.
Huberman, M. & Guskey, T. (1995), The diversities of professional
development, in T. Guskey & M. Huberman (Eds.), Professional development in
education: New paradigms and practice. New York: Teachers college Press.
269-272.

56. Huber, M. T. & Hutchings, P. (2005). The advancement of learning: Building the
teaching commons. San Francisco: Jossey-Bass.
Kwo, O. (2010). Teachers as learners: A moral commitment. In O. Kwo (Ed.),
Teachers as learners: Critical discourse on challenges and opportunities. Hong
Kong: Springer.
Nicholls, G. (2005). The challenge to scholarship: Rethinking learning, teaching
and research. New York: Routledge.
Palmer, Parker J. (2009). The courage to teach: exploring the inner landscape
of a teacher’s life. San Francisco: Jossey-Bass.
Pithouse, K., Mitchell, C. & Moletsane, R. (2009). Making connections: Self-
study & social action. New York: Peter Lang.
Shulman, L. (1993). Teaching as community property: Putting an end to
pedagogical solitude. Change, 25(6), 6-7.
Shulman, L. (1998). The Course Portfolio. Washington, DC: American
Association for Higher Education.

57. Acknowledgement
This presentation has benefitted from:
(1) photographs & data used in the
inaugural speech of Mark Bray for the
launch of UNESCO Chair at University
of Hong Kong, 18 May 2012; and
(2) references compiled by a doctoral
student Yang Weijia, University of Hong
Kong.

58. Connectivity:
Challenges for the 21 st
Century

59. Iron Cage?
Aspirations for
liberation of human resources…
Challenges as
inertia?
vested interest?
???

60. Identify and re-visit…
Principles underpinning accountability
systems?
Impact?
Gaps between aspirations and reality?

61. Legitimacy
Legitimacy is a generalized perception or
assumption that the actions of an entity
are desirable, proper, or appropriate
within some socially constructed system
of norms, values, beliefs, and
definitions. (Suchman, 1995, p.574)
Suchman, M. C. (1995). Managing Legitimacy: Strategic and
Institutional Approaches. The Academy of Management Review,
20(3), pp. 571-610

62. Legitimacy
Legitimacy is also treated as an intangible
resource conferred by both internal and
external stakeholders.
Therefore, the link between organizational
legitimacy and accountability is that the
recognition from key stakeholders
certainly increases one organization’s
accountability.

63. A Flourishing Life