Influence of Confucianism on teachers' knowledge of behavior management in Hong Kong schools

Influence of Confucianism on teachers' knowledge of behavior management in Hong Kong schools

• Hue, Ming Tak The Hong Kong Institute of Education

2008

Annual Meeting of American Educational Research Association: Research on Schools, Neighborhoods and Communities: Toward Civic Responsibility (2008: New York, NY)

• P Social Context of Education
  • PF Religion & Education; Philosophy & Education ; Educational Thought

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Hong Kong secondary teachers, as elsewhere, are concerned with students’ misbehaviour. In Hong Kong secondary schools, two teams of teachers, a guidance team and a discipline team, are formed to deal with this behaviour. This article examines how teachers made sense of their caring work and the strategies they adopted for behaviour management. Taking the interactionist perspective (Blumer, 1962, 1966), the framework suggested by Stebbin (1969, 1975) was adopted for exploring how teachers defined the situation in which they participated. Qualitative data were collected using interviews and classroom observation. Sixty teachers were interviewed. Eighteen classrooms were observed. The influence of the classical Chinese philosophy of Confucianism, emerging as a main theme from the data, was prominent, as its key principles were incorporated into the teachers’ personal system of caring. The findings illuminate the influence of Chinese culture in Hong Kong schools. Implications for the promotion of culturally responsive programmes for the promotion of pastoral care are drawn.

Paper presented at the Annual Meeting of American Educational Research Association: Research on Schools, Neighborhoods and Communities: Toward Civic Responsibility

• English

Conference Papers

https://bibliography.lib.eduhk.hk/en/bibs/26af50be

2015-10-08