Teachers’ conceptions of humility in Hong Kong: Implications for teaching and learning

Teachers’ conceptions of humility in Hong Kong: Implications for teaching and learning

• Ying, Ji The Education University of Hong Kong
• Harrison, Mark Gregory The Education University of Hong Kong
• Briffett Aktas, Carla Marie The Education University of Hong Kong
• Jackson, Liz The Education University of Hong Kong

International Conference on Learning and Teaching 2021 (ICLT2021) (2021: Hong Kong)

• A 人的成長與發展
  • AC 社化；自我概念；自尊、身份認同、感性、情緒、羣性與德性的發展
• B 人的行為
  • BB 興趣、態度與價值觀

Conception Humility Teacher Teaching

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

Humility as a virtue has been receiving increasing scholarly attention in the fields of philosophy and psychology (particularly positive psychology). While humility is regarded as important for knowledge production, acquisition, and transmission, philosophical and psychological inquiries indicate that the concept of humility can significantly differ across social arenas and cultural traditions. However, despite its clear educational importance, humility as a moral concept is seldom explored empirically in relation to teaching and learning. This study seeks to extend our cross-cultural understanding of humility and its association with teaching and learning practices in schools. Based on semi-structured interviews with teachers in local and international secondary schools in Hong Kong, we comparatively explore how teachers understand the concept of humility and how their understandings shape their teaching practices in classrooms. This comparative approach can provide a deeper understanding of the differences and similarities between different teachers’ understandings of humility as an important moral concept. Furthermore, this study will shed light on how educators’ moral concepts are associated with their pedagogical practices. This will provide an alternative lens to reflect on and improve teaching and learning practices, and teacher-student relations in schools. Copyright © 2021 The Education University of Hong Kong.

Paper presented at International Conference on Learning and Teaching 2021 (ICLT2021), Hong Kong, China.

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/99669cf2

2023-07-14