Global citizenship and initial teacher education in an Asian global city: Diverse conceptions and pedagogic implications

Global citizenship and initial teacher education in an Asian global city: Diverse conceptions and pedagogic implications

• Tang, Hei Hang Hayes The Education University of Hong Kong

International Conference on Learning and Teaching 2020 (ICLT2020): Learning and Teaching in the 21st Century (2020: Hong Kong)

• M 教師與教師教育
  • MA 教師之專業教育

• Hong Kong

• 1997.7 onwards

• 專上教育

This paper examines the diverse conceptions and global citizenship (GC) and pedagogic implications for initial teacher education in Hong Kong, an Asian 'global city'. It focuses on the empirical example of the Education University of Hong Kong, the largest provider of teacher education in Hong Kong. Recently, the Education University of Hong Kong has increased more global or transnational character of teacher education through provision of extensive international experiential learning programmes and GC-related courses. The study employed the research methods including (1) documentary research of the GC-related courses and their curriculum framework, (2) professional interviews with instructors of GC-related courses (N=12) and (3) pre-service teachers’ reflections on their learning experiences through in-depth interviews (N=27), supplemented by the survey of the Global Citizenship Scale. The research found that instructors have different objectives in teaching GC in their courses, ranging from cultivating students’ critical thinking (reflecting both positive and negative sides of globalization), to introducing the humanistic dimension of GC (such as tolerating cultural and national differences) and practising GC for progress in Hong Kong society. Students in general showed awareness about global issues and high global competence, with open minds and communication skills to engage in intercultural interaction with people from different countries. The key findings of the study align with the literature that GC encompasses multiple agendas and ideologies, thus makes GC education complex. Lastly, this paper proposes a cohesive framework that democratically captures the varied understandings, discourses and conceptions of GC. Copyright © 2020 International Conference on Learning and Teaching.

Paper presented at the International Conference on Learning and Teaching 2020 (ICLT2020): Learning and Teaching in the 21st Century, Hong Kong, China.

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/c9346d60

2021-05-20