Perceptions of Hong Kong secondary school teachers on effective pedagogical practices for curriculum reform: a multi-group analysis

2021 ◽  
pp. 1-13
Author(s):  
Chrysa P. C. Keung ◽  
Alan C. K. Cheung ◽  
Barley S. Y. Mak ◽  
Winnie W. Y. Tam
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Curriculum Reform ◽  
Secondary School Teachers ◽  
Group Analysis ◽  
Pedagogical Practices ◽  
School Teachers

Conceptualizing national education and methods of teaching national education in Hong Kong

2021 ◽  
Vol 16 (1) ◽  
pp. 69-94
Author(s):  
King-Man Eric Chong ◽  
Jun Hu ◽  
Chi-Keung Eric Cheng ◽  
Ian Davies ◽  
Hei-Hang Hayes Tang ◽  
...  
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Teaching Methods ◽  
Secondary School Teachers ◽  
Group Discussion ◽  
Relevant Literature ◽  
School Teachers ◽  
National Education ◽  
Academic Literature ◽  
Hong Kong Sar

This article aims to generate a better understanding of Hong Kong teachers’ perception of national education as implemented in the Hong Kong Special Administrative Region (hereafter referred to as Hong Kong SAR) and the interrelationship between their perception and the methods they adopt to teach the topic. We outline the Hong Kong context relevant to our research and review the relevant literature to consider typologies and teaching methods about and for national education. Questionnaire data focused on the seven typologies of nationalism and the three teaching methods of national education identified in the literature review. A total of 601 questionnaires were returned from 198 schools. The typologies of cultural nationalism, civic and peripheral nationalism, authoritarian nationalism, unification nationalism and cosmopolitan nationalism, and the teaching methods of group discussion and an affective approach characterize the views of Hong Kong secondary school teachers about national education. We suggest that teachers’ diverse views about nationalism and their varied use of teaching methods to achieve their goals suggest the powerful influence of current initiatives from the Chinese mainland and the need to reflect on established academic literature that proposes the decolonization of the curriculum and interactive and critical teaching methods.

Anticipating the Citizenship Curriculum Order in Secondary Schools in England: A Snapshot of Teachers' Preferred Purposes and Curriculum Practices

2002 ◽  
Vol 5 (2) ◽  
pp. 67-78
Author(s):  
Mark Evans
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
National Curriculum ◽  
Pedagogical Practices ◽  
Critical Examination ◽  
Small Scale ◽  
School Teachers ◽  
School Based ◽  
Education And Employment ◽  
Curriculum Practices

This paper is based on a small-scale study that explored how a sample of ‘specialist’ secondary school teachers in England characterize ‘educating for citizenship’ on the eve of its inclusion into the National Curriculum. This study was carried out between September, 2000 and January, 2001. Data was gathered from a group of ‘specialist’ secondary teachers through postal self-completion questionnaires, interviews, and classroom observations. Relevant documents, e.g. school-based curriculum documents, Department for Education and Employment (DfEE), and Qualifications and Curriculum Authority (QCA) documents, were also considered. Teachers' thinking about essential learnings, curriculum practices, and contextual concerns are described and analyzed. Findings suggest general support for the purposes of the Citizenship initiative, preferred yet divergent curriculum practices, and scepticism about implementation. They also suggest a need for a more critical examination of the interconnections among curriculum intentions, pedagogical practices, and contextual considerations.

Teacher stress and guidance work in Hong Kong secondary school teachers

1996 ◽  
Vol 24 (2) ◽  
pp. 199-211 ◽  
Author(s):  
Eadaoin Hui ◽  
David Chan
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Teacher Stress ◽  
School Teachers
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