HKIER

摘要

本研究指出，香港和澳門的教師比北京、上海、台北（台北僅作參考）教師的上課工作量幾乎多出一半並且需要多關注二至三成的學生，只是其工作負荷差異的表面現象；值得整個社會關注的，是不同的工作負荷制約了港澳教師和京滬台教師在教學與專業發展上不同的時間分配結構，從而影響到港澳教師的教學方式相對更被動和京滬台教師的教學方式相對更主動。結論是，教師的專業成長需要持續的學習和交流，適當的自由時間是教師專業學習與成長的必要條件，而自由時間的價值又只能夠被那些不斷追求專業發展的教師所創造。

關鍵詞：教師專業發展；教師教育政策；比較教育

Abstract

This study is concerned with teachers’ work lives in the global climate of educational changes, under which teachers in Macau and Hong Kong have been confronting challenges shared by teachers elsewhere with comparability in culture and socio-economic climate. The study has primarily confirmed that teaching hours for teachers in Hong Kong and Macau tend to double those of their counterparts in Beijing, Shanghai and Taipei (for reference only), with student numbers amounting to over 120% more. Approaches to time use in different cities can be identified as of active and passive modes, constituting facets of how time itself is interpreted due to structural environment. Findings from the study powerfully invite a re-consideration of teachers’ free time to engage in activities for professional development, and that should not merely be a policy matter. It is critical that teachers’ needs for professional learning be confronted by teachers themselves through their creation of learning space in the teaching profession.