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Article: Paradigms, perspectives and dichotomies amongst teacher educators in Hong Kong

TitleParadigms, perspectives and dichotomies amongst teacher educators in Hong Kong
Authors
KeywordsBuilding teacher knowledge
Confucian heritage cultures
Pedagogical content knowledge of teacher educators
Perceptions and beliefs of teacher educators
Role modelling
Teacher education
Issue Date2010
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02607476.asp
Citation
Journal Of Education For Teaching, 2010, v. 36 n. 3, p. 319-332 How to Cite?
AbstractThis paper argues that the concepts, beliefs and understandings of local and non-local teacher educators in a Hong Kong university are grounded in their own cultural cognition and antecedents. It presents the viewpoint that contemporary notions of good practice were compromised when applied to a context that is strongly influenced by the tenets of Confucianism. Thus the conclusion is that the contingencies of teaching and learning contexts are sufficiently different to compromise the goal of having pre-constructed notions of good teaching. The alternative is that university tutors and future researchers re-conceptualise good teaching practices within a context that gives it meaning and purpose. © 2010 Taylor & Francis.
Persistent Identifierhttp://hdl.handle.net/10722/125540
ISSN
2015 Impact Factor: 0.778
2015 SCImago Journal Rankings: 0.731
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorKatyal, KRen_HK
dc.contributor.authorFai, PMen_HK
dc.date.accessioned2010-10-31T11:37:07Z-
dc.date.available2010-10-31T11:37:07Z-
dc.date.issued2010en_HK
dc.identifier.citationJournal Of Education For Teaching, 2010, v. 36 n. 3, p. 319-332en_HK
dc.identifier.issn0260-7476en_HK
dc.identifier.urihttp://hdl.handle.net/10722/125540-
dc.description.abstractThis paper argues that the concepts, beliefs and understandings of local and non-local teacher educators in a Hong Kong university are grounded in their own cultural cognition and antecedents. It presents the viewpoint that contemporary notions of good practice were compromised when applied to a context that is strongly influenced by the tenets of Confucianism. Thus the conclusion is that the contingencies of teaching and learning contexts are sufficiently different to compromise the goal of having pre-constructed notions of good teaching. The alternative is that university tutors and future researchers re-conceptualise good teaching practices within a context that gives it meaning and purpose. © 2010 Taylor & Francis.en_HK
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02607476.aspen_HK
dc.relation.ispartofJournal of Education for Teachingen_HK
dc.subjectBuilding teacher knowledgeen_HK
dc.subjectConfucian heritage culturesen_HK
dc.subjectPedagogical content knowledge of teacher educatorsen_HK
dc.subjectPerceptions and beliefs of teacher educatorsen_HK
dc.subjectRole modellingen_HK
dc.subjectTeacher educationen_HK
dc.titleParadigms, perspectives and dichotomies amongst teacher educators in Hong Kongen_HK
dc.typeArticleen_HK
dc.identifier.emailKatyal, KR: kkatyal@graduate.hku.hken_HK
dc.identifier.authorityKatyal, KR=rp00910en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/02607476.2010.497395en_HK
dc.identifier.scopuseid_2-s2.0-77954606537en_HK
dc.identifier.hkuros171858en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77954606537&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume36en_HK
dc.identifier.issue3en_HK
dc.identifier.spage319en_HK
dc.identifier.epage332en_HK
dc.identifier.isiWOS:000208496500006-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridKatyal, KR=8958373100en_HK
dc.identifier.scopusauthoridFai, PM=36170322200en_HK

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