Week 3 - Professional (11/02/12)

Working hard in class

‘Teachers will in keeping with the concept of professional integrity assume responsibility for their ongoing professional development as an essential expression of their professionalism.' (GTCNI, 2007:46)

One of the major reasons for taking this once in a lifetime opportunity to live and study in Hong Kong, was to utilize the many chances that it would present for my professional development. Over this past week we have finally began our three modules, which we are studying here at the Hong Kong Institute of Education (HKIEd). All of them are relevantly connected to our degree of Primary Education, which we study in Stranmillis University College as they are; Educational Development: Concepts, Issues and Perspectives, Self and Personal Identities and finally Ethnic Identities, Multicultural Society and Cosmopolitism. Already these three classes have given me an insight into the education system that exists in Hong Kong and the surrounding Asian countries, which I have then been able to compare with Northern Ireland’s education system. 

Researching specific issues addressed in class

The GTCNI (2007:13) states that, ‘Teachers will have developed a knowledge and understanding of contemporary debates about the nature and purpose of education and the social and policy contexts in which the aims of education are defined and implemented.’ This particular competency is addressed in the content of our Educational Development module, as we have looked at the issues of the privatization and marketization of education development in Asia, as well as the effects of democracy on Taiwan’s education system. I have found this particularly interesting, as we are learning about the different forms of education and how they are effected by their country’s government and culture. I believe that through learning about these issues, we are gaining an extensive knowledge base on the importance of education throughout the world. 

The GTCNI (2007:14) also notes that, ‘Teachers will have developed a knowledge and understanding of the need to take account of the significant features of pupils’ cultures, languages and faiths and to address the implications for learning arising from these’. Two of our modules, Self and Personal Identities and Ethnic Identities, Multicultural Society and Cosmopolitism, cater for this particular competency as we have already observed lectures on strategies for developing the holistic child, as well as the importance and purpose of global education within the classroom. 

Presenting our views and experiences of the global classroom

Throughout each of these classes, we have had to interactively participate and engage with the other international and home students when discussing a topic and delivering our ideas and conclusions through presentations. This has required us to work efficiently and cooperatively as group members, which is a desired quality in our teaching profession, as well  as becoming effective communicators. However, as a nation we are renowned for speaking very fast and this has sometimes presented a barrier in our communication with the other students, but through the extensive group work we are learning to speak slowly, clearly and concisely, which will benefit us in our preparation for our teaching placement in the international school. It has become obvious to both Andrew and I, that there is a difference in how the Chinese students respond to their tutors, as they seem reluctant to answer questions, yet talk loudly with their peers over the lecturer. This has caused us to think ahead and to develop strategies which we could implement during our placement in order to tackle this issue.  

Our buddies, Twinkle and Norelle are also studying to be primary teachers and so their information and advice on the education system here in Hong Kong has been invaluable. As they have both studied in Britain during last semester’s international exchange (Twinkle in Manchester and Norelle in Stranmillis), they have been able to compare their own experiences of the differences and similarities of the two education systems, e.g. there is a greater emphasis on student-lead learning in Britain than in Hong Kong, which has allowed both Andrew and I, to gain a clear indication of what to expect from our own Hong Kong placement.

Norelle and Twinkle, our HKIEd buddies

At the end of this week I feel mentally drained, as we have tried to catch up on three weeks of missed work due to our own university examinations. However, this week has also been one of the most interesting, as we have obtained a lot of new information and have been given the opportunity to present how different educational issues relate to our own experiences in Northern Ireland. Joe E. Lewis claims that, ‘You only live once, but if you work it right, once is enough’. As this experience in Hong Kong will only happen once, I want to ensure that through our studying, our teaching placement, the people we meet, the skills we develop and the experiences we have, that they will enrich me both personally and professionally to become the best educator that I can be.

Mong Man Wai Library at HKIEd

References
General Teaching Council for Northern Ireland (GTCNI, 2007) available at http://www.gtcni.org.uk/index.cfm/area/information/page/ProfStandard, (accessed 10/02/12).