The logic of Hong Kong teachers: An exploratory study of their teaching culturally diverse students

The logic of Hong Kong teachers: An exploratory study of their teaching culturally diverse students

• Chong, Stella Dept. of Educational Psychology, Counselling and Learning Needs, Hong Kong Institute of Education

Teaching Education, 16(2), 117-129, 2005

Routledge

2005

• N Students & Student Services
  • NO Minorities & Immigrant Students

Foreign Countries Interviews Teacher Attitudes Teacher Surveys Migrant Education Migrant Children Minimum Competencies Teacher Competency Testing Barriers Performance Factors Student Diversity Teaching Experience Hong Kong China Structured Interviews

• Hong Kong

• 1997.7 onwards

• Primary Education

This study aims to report how Hong Kong teachers handle a seemingly conventional, orderly schooling phenomenonXthe teaching of the newly arrived children (NAC) migrated from mainland China. Semi-structured interviews with ten teachers from nine primary schools were conducted. The principal findings are that the teachers are not prepared for the challenges of teaching NAC, that the traditional approaches adopted by many teachers are ineffective, that subtle transformation of the pupil population due to the everlasting influx of NAC has yet to be appreciated by the teachers, and that teachers' logic - their worldview, mindset and conceptualisation of forces at work in Hong Kong schooling - remains unchanged. This paper highlights the various issues of monoculturalisation. Implications are discussed.
[Copyright of Teaching Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10476210500122691]

• English

Journal Articles

• 10476210

• 10.1080/10476210500122691

https://bibliography.lib.eduhk.hk/en/bibs/aa6a22fb

2010-09-27