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Hong Kong teachers' receptivity towards civic education.

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Title: Hong Kong teachers' receptivity towards civic education.
Authors: Wong, Koon Lin1, Lee, Chi Kin John1, Kennedy, Kerry John1, Chan, Jacqueline Kin-sang1
Source: Citizenship Teaching & Learning. Sep2015, Vol. 10 Issue 3, p271-292. 22p.
Subject Terms: *Teacher attitudes, *Civics education, *Student attitudes, *Primary education, Brainwashing, Nationalism
Geographic Terms: Hong Kong (China), China
Abstract: This study investigates Hong Kong primary teachers' perceptions of moral, civic and national education, which may have an impact on how they prepare students to become 'good citizens' through classroom instruction. Moral and Civic Education (MCE) has been an overall goal of Hong Kong's education system since 2001, while Moral and National Education (MNE) was proposed as a new subject in an effort to introduce a patriotic agenda in 2011. Teachers play essential roles in nurturing students to become 'good citizens' because they are the key figures in implementing education and curriculum policies in schools. Therefore, gaining a greater understanding of teachers' perceptions of MNE provides insights into the extent to which teachers are prepared to contribute to the patriotic agenda as part of a revamped civic education curriculum. While there are complex factors affecting teachers' receptivity to curriculum change, an understanding of factors that influence teachers' perceptions of patriotic education could be valuable for school stakeholders (such as policymakers, educators and researchers), not only in Hong Kong but in other places (such as the United States and the United Kingdom), when they consider what can be done to influence students' attitudes towards citizenship. Utilizing pilot data, this study reports Hong Kong teachers' attitudes towards patriotic education through the proposed new school subject of MNE. The findings indicate that 'perceived others' support', 'perceived concerns of MNE' and 'non-monetary cost-benefits' were the significant predictors of teacher receptivity of MNE. The results suggest that when teachers had concerns about patriotic education, they were less likely to support its implementation, while if they had the support of others they were more likely to support implementation of MNE. More importantly, teachers who perceived that patriotic education can cultivate more well-rounded students were more likely to support the implementation of MNE. [ABSTRACT FROM AUTHOR]
Copyright of Citizenship Teaching & Learning is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Hong Kong teachers' receptivity towards civic education.
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  Data: <searchLink fieldCode="JN" term="%22Citizenship+Teaching+%26+Learning%22">Citizenship Teaching & Learning</searchLink>. Sep2015, Vol. 10 Issue 3, p271-292. 22p.
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  Data: This study investigates Hong Kong primary teachers' perceptions of moral, civic and national education, which may have an impact on how they prepare students to become 'good citizens' through classroom instruction. Moral and Civic Education (MCE) has been an overall goal of Hong Kong's education system since 2001, while Moral and National Education (MNE) was proposed as a new subject in an effort to introduce a patriotic agenda in 2011. Teachers play essential roles in nurturing students to become 'good citizens' because they are the key figures in implementing education and curriculum policies in schools. Therefore, gaining a greater understanding of teachers' perceptions of MNE provides insights into the extent to which teachers are prepared to contribute to the patriotic agenda as part of a revamped civic education curriculum. While there are complex factors affecting teachers' receptivity to curriculum change, an understanding of factors that influence teachers' perceptions of patriotic education could be valuable for school stakeholders (such as policymakers, educators and researchers), not only in Hong Kong but in other places (such as the United States and the United Kingdom), when they consider what can be done to influence students' attitudes towards citizenship. Utilizing pilot data, this study reports Hong Kong teachers' attitudes towards patriotic education through the proposed new school subject of MNE. The findings indicate that 'perceived others' support', 'perceived concerns of MNE' and 'non-monetary cost-benefits' were the significant predictors of teacher receptivity of MNE. The results suggest that when teachers had concerns about patriotic education, they were less likely to support its implementation, while if they had the support of others they were more likely to support implementation of MNE. More importantly, teachers who perceived that patriotic education can cultivate more well-rounded students were more likely to support the implementation of MNE. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Citizenship Teaching & Learning is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1386/ctl.10.3.271_1
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      – Code: eng
        Text: English
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        PageCount: 22
        StartPage: 271
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      – SubjectFull: Teacher attitudes
        Type: general
      – SubjectFull: Civics education
        Type: general
      – SubjectFull: Student attitudes
        Type: general
      – SubjectFull: Primary education
        Type: general
      – SubjectFull: Brainwashing
        Type: general
      – SubjectFull: Nationalism
        Type: general
      – SubjectFull: Hong Kong (China)
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Hong Kong teachers' receptivity towards civic education.
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            NameFull: Wong, Koon Lin
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            NameFull: Lee, Chi Kin John
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            NameFull: Kennedy, Kerry John
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            NameFull: Chan, Jacqueline Kin-sang
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            – D: 01
              M: 09
              Text: Sep2015
              Type: published
              Y: 2015
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              Value: 10
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            – TitleFull: Citizenship Teaching & Learning
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