Hong Kong teacher perceptions of U.S. culture and education: A case study to prepare for a collaboration

Hong Kong teacher perceptions of U.S. culture and education: A case study to prepare for a collaboration

• Wong, Chiu Yin (Cathy) Monmouth University
• Lubniewski, Kathryn Monmouth University

Studia Universitatis Petru Maior, Series Oeconomica, 23(1), 26-42, 2020

Petru Maior University Publishing House

2020

• M Teachers & Education for Teachers
  • MH Teacher Evaluation : Teacher Effectiveness
• Q Philosophy of Education, Educational System & School At Different Levels
  • QK Hong Kong Students Overseas
• F Learning & Teaching
  • FC Critical Thinking, Learning Techniques, Time

• Hong Kong
• United States

• 1997.7 onwards

• Post-Secondary Education

Study abroad has become an important component of many teacher education programs. Through the lens of culturally relevant pedagogy, critical thinking, and educational freedom, this qualitative case study focuses on understanding Hong Kong teachers' perceptions about United States culture and education. Data were collected through in-depth, one-on-one interviews with five Hong Kong educators. The findings reveal that the Hong Kong teachers believe that respecting individual differences, inspiring students' critical thinking, and having freedom to choose how to teach and learn are top priorities in the U.S. However, there are also misconceptions in a few areas. This study not only helps prepare for a multicultural collaboration between U.S. teacher candidates and Hong Kong educators in a study abroad course, but it also aims to contribute to the literature the critical need of understanding unintentional biases and stereotypes that might negatively influence U.S. teacher candidates' assumptions of their students with diverse cultural and linguistic backgrounds. Copyright ©Petru Maior University Publishing House.

• English

Journal Articles

• 18431127

https://bibliography.lib.eduhk.hk/en/bibs/316c4064

2021-02-16