The influence of confucianism: A narrative study of Hong Kong teachers' understanding and practices of school guidance and counselling

The influence of confucianism: A narrative study of Hong Kong teachers' understanding and practices of school guidance and counselling

• Hue, Ming Tak Educational Psychology, Counselling and Learning Needs, Hong Kong Institute of Education

British Journal of Guidance & Counselling, 36(3), 303-316, 2008

Routledge

2008

• P 香港教育各層面與外地之比較
  • PG 大眾傳媒與教育、大眾傳媒與兒童和青少年
• N 學生與學生服務
  • NH 諮商、輔導與學校社會工作

Asian Culture Guidance Programs Confucianism Foreign Countries School Guidance Teaching Methods Secondary Schools Teacher Attitudes Interviews Cultural Awareness Hong Kong

• Hong Kong

• 1997.7 onwards

• 中學教育

School guidance seeks to promote the whole person growth of students. It is regarded as an integral part of an educational programme. In Hong Kong secondary schools, a team of teachers are responsible for school guidance. This article examines how guidance teachers made sense of their caring work in general and specifically the counselling services they offered to students. With the use of a narrative analysis and personal experience methods, the study explores the experience of guidance teachers in counselling. Twelve in-service teachers who had enrolled in the Postgraduate Diploma in Education programme at the Hong Kong Institute of Education were interviewed. The influence of the Chinese philosophy of Confucianism, emerging as a theme from the data, was prominent, as its key principles were incorporated into the teachers' personal systems of counselling. The findings illuminate the influence of Chinese culture in Hong Kong schools. Implications for the promotion of culturally responsive approaches to counselling and culturally competent practices for helping are discussed.
[Copyright of British Journal of Guidance & Counselling is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03069880802088929]

• 英文

期刊論文

• 03069885

• 10.1080/03069880802088929

https://bibliography.lib.eduhk.hk/tc/bibs/f247063f

2010-09-27