Pedagogical issues in the teaching of classroom guidance curriculum--A hybrid Hong Kong case

Pedagogical issues in the teaching of classroom guidance curriculum--A hybrid Hong Kong case

• Luk Fong, Pattie Yuk Yee Dept. of Educational Psychology, Counseling and Learning Needs, Hong Kong Institute of Education

Counselling Psychology Quarterly, 18(3), 193-206, 2005

Routledge

2005

• N Students & Student Services
  • NH Guidance, Counselling & School Social Work

Educational Counseling Student Counselors Teaching Hong Kong China Classroom Guidance Hybrid Pedagogy

• Hong Kong

• 1997.7 onwards

• Primary Education

Unlike many other places in the world, guidance lessons in Hong Kong are taught mainly by class teachers rather than school counsellors. Given the unique educational context of Hong Kong as East meets West and given that guidance is essentially a concept from the West, it is important to investigate what kind of pedagogy is suitable for teaching guidance in Hong Kong. This paper examines what teaching guidance lessons are like in Hong Kong for the researcher and for some primary teachers. A qualitative case study methodology is used. Data are drawn from the author's own experience in a primary school teaching attachment and interviews with guidance professionals, primary school principals, teachers and students in three selected primary schools in Hong Kong. Pedagogical issues for the teaching guidance curriculum are explored and discussed. The researcher argues for a hybrid guidance pedagogy for the teaching of classroom guidance in Hong Kong. Findings are applicable to countries facing similar issues in parallel mixed cultural settings.
[Copyright of Counselling Psychology Quarterly is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/09515070500295904]

• English

Journal Articles

• 09515070

• 10.1080/09515070500295904

https://bibliography.lib.eduhk.hk/en/bibs/65c51dde

2010-11-24