Pedagogy

One of the most important facets of human life is the childhood stage wherein a child has to be protected and nurtured in the best way the parents can.  Promoting development of children involves educating them and providing them the best environment that is suitable for acquiring new forms of learning. This research aims to determine whether the voucher scheme in Hong Kong would promote professional development and how teachers will react on this change. Ever since the use of voucher system in promoting professional development, the pre-school have already shown their objection. A voucher requires the teachers to spend more time revising their teaching techniques and methodologies and also, they have to work longer period with their co-teachers.

In Hong Kong, voucher scheme requires teachers to have a Certificate of Education (C.E.) qualification before the end of 2012. A qualitative study was conducted to determine whether Hong Kong pre-school education voucher has an effect to teachers professional development. An in-depth interview with the participants was conducted to gather their views on the impact of the voucher scheme to educators and measure their readiness in accepting new strategies in professional development. The results show that teachers perception of the voucher programs is determined by their view of associated benefits. This implies that every school has to play a role in defining the perception that their teachers have of voucher schemes benefits and how this may affect their overall view of the program.