期刊論文
Paradigms, perspectives and dichotomies amongst teacher educators in Hong Kong
EdLink- Paradigms, perspectives and dichotomies amongst teacher educators in Hong Kong
- Journal of Education for Teaching, 36(3), 319-332, 2010
- Routledge
- 2010
- Teacher Educators Teachers -- Training of Universities & Colleges Pedagogical Content Knowledge Learning Contingency (Philosophy) Confucianism Notions (Philosophy) Building Teacher Knowledge Confucian Heritage Cultures Pedagogical Content Knowledge of Teacher Educators Perceptions and Beliefs of Teacher Educators Role Modelling Teacher Education
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- Hong Kong
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- 1997.7 onwards
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- 專上教育
- This paper argues that the concepts, beliefs and understandings of local and non-local teacher educators in a Hong Kong university are grounded in their own cultural cognition and antecedents. It presents the viewpoint that contemporary notions of good practice were compromised when applied to a context that is strongly influenced by the tenets of Confucianism. Thus the conclusion is that the contingencies of teaching and learning contexts are sufficiently different to compromise the goal of having pre-constructed notions of good teaching. The alternative is that university tutors and future researchers re-conceptualise good teaching practices within a context that gives it meaning and purpose. [Copyright of Journal of Education for Teaching is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/02607476.2010.497395]
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- 英文
- 期刊論文
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- 02607476
- https://bibliography.lib.eduhk.hk/tc/bibs/cc73565c
- 2010-12-24
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