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Education in Hong Kong
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LettersHong Kong teacher misconduct exposes gaps in training system

Readers call for an overhaul in how Hong Kong trains its educators, legal protection against animal cruelty in mainland China, and climate-adaptive power grids in Asia

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A student walking into the San Wui Commercial Society Secondary School in Tuen Mun on May 29. The school has fired its principal after he swore at security guards during a student trip to Singapore last month. Jelly Tse
Letters
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I am writing to express my concern over recent school-related misconduct, including a principal swearing at security guards, a coach slapping a student, and a teacher carrying a female student like a bride. As a teacher with experience of both pre-service and in-service professional development courses, I urge universities and the Education Bureau to review teacher professional development programmes so that educators are better prepared to safeguard students’ safety and well-being.

Currently, pre-service teachers are required to attend university courses related to professionalism in Hong Kong government-recognised teacher training programmes, while in-service teachers are required to complete 150 training hours of continuous professional development every three years. Having taken both types of courses myself, I would like to highlight areas for improvement in them.

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First, courses should be more practical to meet teachers’ dynamic demands. For example, alongside theoretical input, they can explain in-depth the Education Bureau’s 2022 Guidelines on Teachers’ Professional Conduct and the newly introduced Mandatory Reporting of Child Abuse Ordinance, as well as provide case studies on how to handle demanding cases professionally and according to the law. Consequently, teachers might better grasp and apply expected behaviour to safeguard student welfare.

Furthermore, training must not be merely performative. Instead of holding teachers accountable through the measurement of training hours, trainers should support teachers in identifying the areas for their development and reflecting on how they might apply professional standards in practice. When teachers have greater agency over their learning, they are more likely to respond more appropriately in their own contexts and reduce the risk of misconduct.

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Teacher misconduct can have irreversible impact on students’ learning and development, ranging from physical injury to psychological trauma. I urge the authorities to reform teacher professional development to better protect our future generations.

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