期刊論文
Handling national controversy on the education frontline: Perceptions of Hong Kong teachers on the pedagogies for National Education
EdLink- 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
- Routledge
- 2021
-
- Hong Kong
-
- 1997.7 onwards
-
- 中學教育
- 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.
-
- 英文
- 期刊論文
-
- 1359866X
- https://bibliography.lib.eduhk.hk/tc/bibs/5c40dad4
- 2022-02-11
最近的期刊論文
Researching L2 investment in EMI courses: Techno-reflective narrative interviews期刊論文
Technostress and English language teaching in the age of generative AI期刊論文
Playfulness and kindergarten children's academic skills: Executive functions and creative thinking processes as mediators?期刊論文
Teaching EFL students to write with ChatGPT: Students' motivation to learn, cognitive load, and satisfaction with the learning process期刊論文
Revamping an English for specific academic purposes course for problem-based learning: Reflections from course developers期刊論文
Contrasting mathematics educational values: An in-depth case study of primary and secondary teachers in Hong Kong期刊論文
Cross-disciplinary challenges: Navigating power dynamics in advocating an entrepreneurial STEM curriculum期刊論文
An exploration of microlearning as continuous professional development for English language teachers: Initial findings and insights期刊論文