A proposed model for teachers' perceptions of national and moral education: A national identity building curriculum in post-colonial Hong Kong.
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| Title: | A proposed model for teachers' perceptions of national and moral education: A national identity building curriculum in post-colonial Hong Kong. |
|---|---|
| Authors: | Wong, Koon Lin1 wongkl@eduhk.hk, Haste, Helen2, Lee, John Chi-Kin3, Kennedy, Kerry John4,5, Chan, Jacqueline Kin-sang6 |
| Source: | Journal of Educational Change. May2021, Vol. 22 Issue 2, p221-246. 26p. 2 Diagrams, 3 Charts. |
| Subject Terms: | *Teacher attitudes, *Study & teaching of nationalism, *Citizenship education, *Curriculum planning, *Curriculum change |
| Geographic Terms: | Hong Kong (China) |
| Abstract: | Since Hong Kong returned to Chinese sovereignty, national identity building became an important part of school education meeting some resistance in Hong Kong society. In 2012, thousands of school stakeholders protested against the introduction of the 2012 Guide of Moral and National Education (MNE). These conflicts have influenced teachers' attitudes towards MNE and curriculum choices. Employing the Model of Teachers' Perceptions of Moral and National Education, this research investigates the factors affecting teachers' perceptions of MNE, as a national identity building curriculum. The findings indicated that "perceived other support for MNE," "perceived non-monetary cost–benefits," "perceived concerns of MNE," and "comparison with the previous system (Moral and Civic education)" were the significant predictors for teachers' receptivity of MNE. The results suggested that if teachers were supported by others, they were more likely to support MNE; and they were less likely to support the implementation of MNE when teachers had serious concerns about it. The results recommended adding media and socio-political factors into the Model of Teachers' Receptivity to curriculum changes. The discussion will employ identity grafting (Lee in Managing Chineseness: Identity and ethnic management in Singapore, Palgrave Macmillan, London, 2017) as a point of comparison to identify the theoretical implications of MNE. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Educational Change is the property of Springer Nature 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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| Header | DbId: ehh DbLabel: Education Research Complete An: 149880686 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A proposed model for teachers' perceptions of national and moral education: A national identity building curriculum in post-colonial Hong Kong. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Wong%2C+Koon+Lin%22">Wong, Koon Lin</searchLink><relatesTo>1</relatesTo><i> wongkl@eduhk.hk</i><br /><searchLink fieldCode="AR" term="%22Haste%2C+Helen%22">Haste, Helen</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Lee%2C+John+Chi-Kin%22">Lee, John Chi-Kin</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Kennedy%2C+Kerry+John%22">Kennedy, Kerry John</searchLink><relatesTo>4,5</relatesTo><br /><searchLink fieldCode="AR" term="%22Chan%2C+Jacqueline+Kin-sang%22">Chan, Jacqueline Kin-sang</searchLink><relatesTo>6</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Change%22">Journal of Educational Change</searchLink>. May2021, Vol. 22 Issue 2, p221-246. 26p. 2 Diagrams, 3 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Study+%26+teaching+of+nationalism%22">Study & teaching of nationalism</searchLink><br />*<searchLink fieldCode="DE" term="%22Citizenship+education%22">Citizenship education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+change%22">Curriculum change</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Hong+Kong+%28China%29%22">Hong Kong (China)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Since Hong Kong returned to Chinese sovereignty, national identity building became an important part of school education meeting some resistance in Hong Kong society. In 2012, thousands of school stakeholders protested against the introduction of the 2012 Guide of Moral and National Education (MNE). These conflicts have influenced teachers' attitudes towards MNE and curriculum choices. Employing the Model of Teachers' Perceptions of Moral and National Education, this research investigates the factors affecting teachers' perceptions of MNE, as a national identity building curriculum. The findings indicated that "perceived other support for MNE," "perceived non-monetary cost–benefits," "perceived concerns of MNE," and "comparison with the previous system (Moral and Civic education)" were the significant predictors for teachers' receptivity of MNE. The results suggested that if teachers were supported by others, they were more likely to support MNE; and they were less likely to support the implementation of MNE when teachers had serious concerns about it. The results recommended adding media and socio-political factors into the Model of Teachers' Receptivity to curriculum changes. The discussion will employ identity grafting (Lee in Managing Chineseness: Identity and ethnic management in Singapore, Palgrave Macmillan, London, 2017) as a point of comparison to identify the theoretical implications of MNE. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Educational Change is the property of Springer Nature 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: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10833-020-09388-x Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 221 Subjects: – SubjectFull: Teacher attitudes Type: general – SubjectFull: Study & teaching of nationalism Type: general – SubjectFull: Citizenship education Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: Curriculum change Type: general – SubjectFull: Hong Kong (China) Type: general Titles: – TitleFull: A proposed model for teachers' perceptions of national and moral education: A national identity building curriculum in post-colonial Hong Kong. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wong, Koon Lin – PersonEntity: Name: NameFull: Haste, Helen – PersonEntity: Name: NameFull: Lee, John Chi-Kin – PersonEntity: Name: NameFull: Kennedy, Kerry John – PersonEntity: Name: NameFull: Chan, Jacqueline Kin-sang IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 13892843 Numbering: – Type: volume Value: 22 – Type: issue Value: 2 Titles: – TitleFull: Journal of Educational Change Type: main |
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