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postgraduate thesis: A study on Chinese teachers' beliefs about learner autonomy in Hong Kong primary schools

TitleA study on Chinese teachers' beliefs about learner autonomy in Hong Kong primary schools
Authors
Issue Date2014
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Ding, X. [丁鑫]. (2014). A study on Chinese teachers' beliefs about learner autonomy in Hong Kong primary schools. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396428
AbstractLearner autonomy has been asserted by many scholars as essential to learning, and that the teacher’s role in fostering autonomy is of great importance in the institutional context of learning. In the field of language education, previous studies have looked into teachers’ beliefs in promoting autonomy mainly in the university setting in different regions of the world, such as Omen, Turkey, some countries in Europe and Hong Kong. The teachers were from a range of nationalities and cultures. A certain group of teachers in the primary education field or in a homogeneous cultural context has not been touched on. This study attempts to fill these gaps and focuses on the context of Hong Kong primary schools, aiming to find out Chinese teachers' beliefs about learner autonomy and the possible factors that influence the form of their beliefs.
DegreeMaster of Education
SubjectPrimary school teachers - China - Hong Kong - Attitudes
Learner autonomy - China - Hong Kong
Dept/ProgramEducation
Persistent Identifierhttp://hdl.handle.net/10722/209661

 

DC FieldValueLanguage
dc.contributor.authorDing, Xin-
dc.contributor.author丁鑫-
dc.date.accessioned2015-05-12T23:13:37Z-
dc.date.available2015-05-12T23:13:37Z-
dc.date.issued2014-
dc.identifier.citationDing, X. [丁鑫]. (2014). A study on Chinese teachers' beliefs about learner autonomy in Hong Kong primary schools. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396428-
dc.identifier.urihttp://hdl.handle.net/10722/209661-
dc.description.abstractLearner autonomy has been asserted by many scholars as essential to learning, and that the teacher’s role in fostering autonomy is of great importance in the institutional context of learning. In the field of language education, previous studies have looked into teachers’ beliefs in promoting autonomy mainly in the university setting in different regions of the world, such as Omen, Turkey, some countries in Europe and Hong Kong. The teachers were from a range of nationalities and cultures. A certain group of teachers in the primary education field or in a homogeneous cultural context has not been touched on. This study attempts to fill these gaps and focuses on the context of Hong Kong primary schools, aiming to find out Chinese teachers' beliefs about learner autonomy and the possible factors that influence the form of their beliefs.-
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.subject.lcshPrimary school teachers - China - Hong Kong - Attitudes-
dc.subject.lcshLearner autonomy - China - Hong Kong-
dc.titleA study on Chinese teachers' beliefs about learner autonomy in Hong Kong primary schools-
dc.typePG_Thesis-
dc.identifier.hkulb5396428-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5396428-

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