Hong Kong Chinese university students' conceptions of teacher care: A dialectical framework of care

Hong Kong Chinese university students' conceptions of teacher care: A dialectical framework of care

• Tang, Anne L. L. The Hong Kong Polytechnic University
• Walker-Gleaves, Caroline Newcastle University
• Rattray, Julie Durham University

Journal of Further & Higher Education, 45(5), 573-587, 2021

Routledge

2021

• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment

Teacher Care Ethics of Care Pedagogy Confucian-Vygotskian Framework Higher Education

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

This paper addresses Hong Kong Chinese undergraduate students' conceptions of teacher care informed by their experiences of teacher-student relationships within university context. Utilising the concept of teacher care from Nodding's (1984) ethics of care from a Confucian-Vygotskian perspective, this research considers emergent themes of teacher care from the narrative accounts of final-year students majoring in management and bilingual studies. Results indicate that teacher care is perceived as a deepening of trust, mutuality, responsiveness, and reciprocity between students and teachers, and an enrichment of caring scope, embodied in the conceptualisation of 'Pedagogical Care' to 'Holistic Care' and then onto 'Sustainable Care'. A dialectical framework of teacher care within Hong Kong higher education context is proposed, based on the psycho-social make-up of students and socio-cultural context of learning. This study exposes the importance of teacher care in students' learning as influenced by relational dynamics, and proposes the adoption of caring pedagogy in universities. Copyright © 2021 Routledge.

• English

Journal Articles

• 0309877X

• 10.1080/0309877X.2020.1804534

https://bibliography.lib.eduhk.hk/en/bibs/3169a35d

2022-04-20