論香港教師教育的發展與殖民管治

Colonialism and the Development of Teacher Education in Hong Kong

香港曾經是個很特別的殖民地，英國佔領香港非因掠奪資源，而是因地理上接近中國的優勢。香港的政治主權，並不是古典殖民主義描述的一對一關係，而是結連與中國、英國的多邊關係。本文以三個階段分析香港的教師教育：即（1）從中央書院至1945年第二次世界大戰結束；（2）戰後至1984年中英談判；（3）過渡時期至高等教育急速發展的20世紀90年代，探討殖民管治與香港教師教育的關係。回歸之前，教師教育在中、英互動的政經脈絡中發展，政策源於回應中國社會變遷的權衡之計。教師教育政策響應社會需求，有效保持香港社會穩定，長久以來是個失落的教育議程。本文從歷史探索香港教師教育的發展。

Hong Kong was not an ordinary colony. The British acquired Hong Kong not for the purpose of economic exploitation， but for its geographic proximity to the Chinese mainland. The political landscape of colonial Hong Kong was not that of a country-to-country occupation， but represented a multi-faceted relationship between Britain and China. This article examines the interplay between Hong Kong’s colonial governance and the development of teacher education in three stages: (a) the very beginning， from the Central School to 1945; (b) from just after the Second World War until the Sino-British Joint Declaration of 1984; (c) the transitional period leading to the massive expansion of tertiary education during the 1990s. Teacher education developed in a political and social context in which both British and Chinese factors were intertwined， and in which policies were really only reactive strategies to the social changes taking place in China. Thus， for quite a long time， very little attention has been paid to teacher education， even though it contributes to the stability of the government. Teacher education is still a missing agenda in Hong Kong.