Critical and sociocultural practices towards a higher education pipeline in Hong Kong: Issues of agency, sustainability, and internationalization within teacher education and research training

Critical and sociocultural practices towards a higher education pipeline in Hong Kong: Issues of agency, sustainability, and internationalization within teacher education and research training

• Chang, Benjamin Johnson The Education University of Hong Kong

Reimagining Teacher Education Symposium: Re-imagining Teacher Education (2018: The University of Hong Kong, Hong Kong, China)

• 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 explores the integration of critical pedagogy and sociocultural learning in developing more engaging and rigorous teacher education practices for institutions that are looking to advance their ‘international standards’ in education for the shorter and longer term. The context is a program in Hong Kong that helps develop diverse undergraduates, often the first in their family to attend university, to be more effective teachers and researchers and be concerned with addressing social justice issues in their work and everyday lives. This paper discusses what can be called an educational pipeline that begins with early undergraduates and then branches off into teaching, postgraduate studies, and research. In examining this process, the paper discusses sustainable contributions that can be made when the pipeline is grounded in methodologies which help to reframe what is considered teacher and student knowledge, and promote a teacher education praxis towards greater agency, equity, and a more humanizing education. Copyright © 2017 Faculty of Education, The University of Hong Kong. All rights reserved.

Paper presented at the Reimagining Teacher Education Symposium: Re-imagining Teacher Education, The University of Hong Kong, Hong Kong, China.

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/f3ed161c

2018-08-08