Constructions of Civic Education: Hong Kong Teachers' Perceptions of Moral, Civic and National Education

Autor/inn/en	Wong, Koon Lin; Lee, Chi Kin John; Chan, Kin Sang Jacqueline; Kennedy, Kerry John
Titel	Constructions of Civic Education: Hong Kong Teachers' Perceptions of Moral, Civic and National Education
Quelle	In: Compare: A Journal of Comparative and International Education, 47 (2017) 5, S.628-646 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2016.1262756
Schlagwörter	Foreign Countries; Civics; Citizenship Education; Teacher Attitudes; Ethical Instruction; Nationalism; Inclusion; Educational Policy; Elementary School Teachers; Statistical Analysis; Mixed Methods Research; Teacher Surveys; Interviews; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Staatsbürgerkunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Lehrerverhalten; Ethics instruction; Teaching of ethics; Ethikunterricht; Nationalismus; Inklusion; Politics of education; Bildungspolitik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Statistische Analyse; Interviewing; Interviewtechnik; Hongkong
Abstract	Various terms have been used to define civic education (CE) in Hong Kong since the colonial era. This has been particularly true since 2011, when CE has been given many names, causing confusion among educators. Mixed methods were employed to examine teachers' perceptions of different conceptions of CE expressed as moral, civic and national education. The findings indicate that some teachers might not be able to differentiate among moral education, CE and national education. Most teachers contended that national education should be included in CE, while others believed the opposite. Teachers perceived that moral and civic education was more successful than moral and national education in cultivating students to become "good citizens." Teachers' comprehension of these terms has policy and pedagogical implications. While the study is set within the context of Hong Kong, the findings are valuable to policymakers and educators in other countries seeking to improve CE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01