Paradigms, perspectives and dichotomies amongst teacher educators in Hong Kong

Paradigms, perspectives and dichotomies amongst teacher educators in Hong Kong

• Katyal, Kokila Roy Faculty of Education, University of Hong Kong
• Pang, Ming Fai Faculty of Education, University of Hong Kong

Journal of Education for Teaching, 36(3), 319-332, 2010

Routledge

2010

• M Teachers & Education for Teachers
  • MF Characteristics & Conditions of Educational Workers

Teacher Educators Teachers -- Training of Universities & Colleges Pedagogical Content Knowledge Learning Contingency (Philosophy) Confucianism Notions (Philosophy) Building Teacher Knowledge Confucian Heritage Cultures Pedagogical Content Knowledge of Teacher Educators Perceptions and Beliefs of Teacher Educators Role Modelling Teacher Education

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

This paper argues that the concepts, beliefs and understandings of local and non-local teacher educators in a Hong Kong university are grounded in their own cultural cognition and antecedents. It presents the viewpoint that contemporary notions of good practice were compromised when applied to a context that is strongly influenced by the tenets of Confucianism. Thus the conclusion is that the contingencies of teaching and learning contexts are sufficiently different to compromise the goal of having pre-constructed notions of good teaching. The alternative is that university tutors and future researchers re-conceptualise good teaching practices within a context that gives it meaning and purpose.
[Copyright of Journal of Education for Teaching is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02607476.2010.497395]

• English

Journal Articles

• 02607476

• 10.1080/02607476.2010.497395

https://bibliography.lib.eduhk.hk/en/bibs/cc73565c

2010-12-24