Teachers' perceptions of moral, civic and national education practices in Hong Kong schools

Teachers' perceptions of moral, civic and national education practices in Hong Kong schools

Social studies education in East Asian contexts

• Wong, Koon Lin The Education University of Hong Kong
• Lee, Chi Kin John The Education University of Hong Kong

• Kennedy, Kerry J.

Abingdon, Oxon

Routledge

2020

• P 香港教育各層面與外地之比較
  • PC 社會與教育
• P 香港教育各層面與外地之比較
  • PE 法律與教育；政治與教育
• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

• Hong Kong

• 1997.7 onwards

• 小學教育

Citizenship education has been implemented in Hong Kong primary schools in the name of moral, civic and national education (MCNE). In the context of the backdrop that schools have been granted autonomy for implementation, this chapter explores teachers' perceptions of the implementation of MCNE in Hong Kong primary schools. The findings indicate that Hong Kong teachers in general hold an eclectic attitude towards MCNE. With these prevailing attitudes, MCNE was loosely defined and flexibly implemented. Although the whole-school permeation approach was considered ineffective, teachers did not support MCNE as an independent subject due to an overcrowded curriculum and assessment issues. Some teachers illustrated that the issues that arose in the implementation of MCNE were related to time and resources, the marginalization of MCNE, professional development training, and a contradiction between the teachings of schools and parents. Despite the many issues that have arisen in the implementation of MCNE, the findings suggested MCNE could be taught through history (including Chinese history) which could help strengthen students' knowledge of the world community and the country, and prepare students to live in the complex real world. Copyright © 2021 selection and editorial matter, Kerry J. Kennedy; individual chapters, the contributors.

• 英文

章節

• 9780367147716

• 10.4324/9780429053313-9

https://bibliography.lib.eduhk.hk/tc/bibs/c50d0115

2020-11-16