Implementing moral and character education policy through music integration: Perspectives of school leaders in Hong Kong

Implementing moral and character education policy through music integration: Perspectives of school leaders in Hong Kong

• Chung, Fanny Ming Yan The Chinese University of Hong Kong

Cogent Education, 10(2), 2023

Taylor & Francis

2023

• G 課程與教學:個別教學範疇
  • GF 人文學科及藝術
    • GFA 教學目標、課程及評鑑

Cultural Policy Arts Education Community Arts Moral Development Traditionalism Early Childhood Music Play-based Learning (PBL) values Education

• Hong Kong

• 1997.7 onwards

• 學前教育

• View Full Text 全文連結

Schools have been considered crucial social contexts for character formation. Hong Kong’s recent education policy has put moral and character education on the agenda of early childhood education (ECE); it states that moral and character education should be integrated into the major kindergarten subjects. However, questions remain on how it should be integrated into the ECE subject areas. Music has been officially identified as part of kindergartens’ daily activities. Scholarship has established the inextricable interconnection between character development and music participation. This study aims to explore subject-based implementation of the moral education through the lens of musical instructions. Literature confirms school leaders’ impact on shaping the implementation of policy, hence, school leaders’ perceptions and challenges regarding the implementation of this newly emphasized policy was explored through semi-structured interviews with 12 purposively selected principals. The results reveal that the principals valued using music education to teach children about morals and ethics, but found that they faced hurdles in the implementation, e.g. teachers’ insufficient pedagogical content knowledge and parents’ attitude. This study identifies traditionalism as the most prevailing view in kindergarten principals’ conceptualizations of moral education. Musical activities for moral education that principals support are play-based but adult-guided. © 2023 The Author(s).

• 英文

期刊論文

• 2331186X

• 10.1080/2331186X.2023.2286416

https://bibliography.lib.eduhk.hk/tc/bibs/18be4f0a

2024-07-11