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postgraduate thesis: History teacher's beliefs in their interpretation of NSS liberal studies curriculum: how do the teachingbeliefs of history teachers affect their interpretation of the NSS LScurriculum?

TitleHistory teacher's beliefs in their interpretation of NSS liberal studies curriculum: how do the teachingbeliefs of history teachers affect their interpretation of the NSS LScurriculum?
Authors
Issue Date2012
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Ho, M. [何文石]. (2012). History teacher's beliefs in their interpretation of NSS liberal studies curriculum : how do the teaching beliefs of history teachers affect their interpretation of the NSS LS curriculum?. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017836
AbstractThis research aims at finding out the effects of teaching beliefs of History teachers in interpreting NSS Liberal Studies curriculum. Using autoethnography as the research methodology, the researcher, as a novice History teacher, reflected on his curriculum interpretation in comparison to other LS teachers in his context. This self-narrative is then compared with another History teacher's curriculum interpretation in its respective context. The findings of the research identified some common features between the two History teachers in LS curriculum interpretation. They are more likely to highlight the importance of socio-historical context to an issue and transfer from History studies the training of source interpretation skills and argument formation of students and the expertise towards political concepts in the Liberal Studies curriculum. This subjective curriculum interpretation forms the perceived LS curriculum of History teachers. Moreover, the subjective curriculum interpretation is a dynamic process. Individual teacher’s beliefs dynamically balance and rebalance factors in context, between a spectrum from individual teacher’s belief to socio-cultural contextual demands and constrains. Lastly, the complexity in the socio-cultural context correlates to the extent of manifestation of individual teacher’s belief in the subjective Liberal Studies curriculum interpretation. Between the two History teachers, the History teacher, who was situated in a more individualistic and cooperative context, transferred much more teaching beliefs in interpreting Liberal Studies curriculum. On the contrary, another History teacher projected limited teaching beliefs in LS curriculum situation. The more collaborative context leveled individual teacher’s teaching belief. Teacher’s belief is a moderator in context.
DegreeMaster of Education
SubjectHistory teachers - China - Hong Kong - Attitudes.
General education - Study and teaching (Secondary) - China - Hong Kong.
Dept/ProgramEducation

 

DC FieldValueLanguage
dc.contributor.authorHo, Man-shek.-
dc.contributor.author何文石.-
dc.date.issued2012-
dc.identifier.citationHo, M. [何文石]. (2012). History teacher's beliefs in their interpretation of NSS liberal studies curriculum : how do the teaching beliefs of history teachers affect their interpretation of the NSS LS curriculum?. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017836-
dc.description.abstractThis research aims at finding out the effects of teaching beliefs of History teachers in interpreting NSS Liberal Studies curriculum. Using autoethnography as the research methodology, the researcher, as a novice History teacher, reflected on his curriculum interpretation in comparison to other LS teachers in his context. This self-narrative is then compared with another History teacher's curriculum interpretation in its respective context. The findings of the research identified some common features between the two History teachers in LS curriculum interpretation. They are more likely to highlight the importance of socio-historical context to an issue and transfer from History studies the training of source interpretation skills and argument formation of students and the expertise towards political concepts in the Liberal Studies curriculum. This subjective curriculum interpretation forms the perceived LS curriculum of History teachers. Moreover, the subjective curriculum interpretation is a dynamic process. Individual teacher’s beliefs dynamically balance and rebalance factors in context, between a spectrum from individual teacher’s belief to socio-cultural contextual demands and constrains. Lastly, the complexity in the socio-cultural context correlates to the extent of manifestation of individual teacher’s belief in the subjective Liberal Studies curriculum interpretation. Between the two History teachers, the History teacher, who was situated in a more individualistic and cooperative context, transferred much more teaching beliefs in interpreting Liberal Studies curriculum. On the contrary, another History teacher projected limited teaching beliefs in LS curriculum situation. The more collaborative context leveled individual teacher’s teaching belief. Teacher’s belief is a moderator in context.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.source.urihttp://hub.hku.hk/bib/B50178362-
dc.subject.lcshHistory teachers - China - Hong Kong - Attitudes.-
dc.subject.lcshGeneral education - Study and teaching (Secondary) - China - Hong Kong.-
dc.titleHistory teacher's beliefs in their interpretation of NSS liberal studies curriculum: how do the teachingbeliefs of history teachers affect their interpretation of the NSS LScurriculum?-
dc.typePG_Thesis-
dc.identifier.hkulb5017836-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5017836-
dc.date.hkucongregation2012-

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