期刊論文
Significance of narrative knowing in student-centered university education curricula: A Hong Kong perspective
EdLink- Significance of narrative knowing in student-centered university education curricula: A Hong Kong perspective
- Curriculum and Teaching, 33(1), 39-53, 2018
- James Nicholas Publishers, Pty. Ltd.
- 2018
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- Hong Kong
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- 1997.7 onwards
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- 專上教育
- This paper was inspired by three important concerns in higher education, namely, changes in higher education curricula (Bourner, 2004), concept of a fully functioning university (Bourner, 2008), and nature of education, such a university offers (Bourner, Heath, & Rospigliosi, 2013). To prepare university graduates for the unpredictable changes and diversified needs of a fast-growing world, the authors explore the use of narrative knowing in designing a student-centered curriculum. This paper reports the learning achieved by students when a Hong Kong university applies the under-developed narrative pedagogy in teaching and learning. Copyright © 2018 James Nicholas Publishers.
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- 英文
- 期刊論文
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- 0726416X
- https://bibliography.lib.eduhk.hk/tc/bibs/a7576a37
- 2018-09-10
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