Handling national controversy on the education frontline: Perceptions of Hong Kong teachers on the pedagogies for National Education

Handling national controversy on the education frontline: Perceptions of Hong Kong teachers on the pedagogies for National Education

• Chong, King Man The Education University of Hong Kong
• Hu, Jun The Education University of Hong Kong
• Cheng, Chi Keung Eric The Education University of Hong Kong
• Davies, Ian University of York
• Tang, Hei Hang Hayes The Education University of Hong Kong
• Leung, Yan Wing The Education University of Hong Kong
• Hung, Chung Fun Steven The Education University of Hong Kong

Asia-Pacific Journal of Teacher Education, 2021

Routledge

2021

• P Social Context of Education
  • PC Society & Education
• P Social Context of Education
  • PE Law & Education ; Politics & Education

Hong Kong National Education Teacher Perceptions Aims Content Teaching Methods Assessment

• Hong Kong

• 1997.7 onwards

• Secondary Education

During the turbulent 2018–19 school year, we researched Hong Kong teachers’ perceptions regarding the design and implementation of National Education in schools for students aged 12–17. We seek to make a contribution to understandings of aspects of the cultural, political and social dimensions and contexts relevant to teacher education. 41 civic and/or national education teachers were interviewed about their educational aims, content, teaching methods and assessment approaches. Teachers believe National Education should deliver and assess knowledge of China and nurture students’ identification with the nation through teaching Chinese culture and history via a balanced pedagogical approach and experiential learning. They discuss the relationship between Hong Kong and China, and conclude that teaching about the Chinese government is unavoidable. This indicates that in addition to teachers’ long established cultural, civic and cosmopolitan forms of nationalism, they are now using national unity and economy-induced nationalism to frame their professional work. These findings are significant because they indicate teachers’ fundamental and educational characterisations of National Education at this crucial juncture of Hong Kong; highlight the issues that should be considered for any programmeof initial or in-service teacher education; and, ultimately, indicate the nature of what may possibly be implemented in schools. Copyright © 2021 Australian Teacher Education Association.

• English

Journal Articles

• 1359866X

• 10.1080/1359866X.2021.2010273

https://bibliography.lib.eduhk.hk/en/bibs/5c40dad4

2022-02-11