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Article: New Teacher Attitudes in Educational Foundations in Hong Kong

TitleNew Teacher Attitudes in Educational Foundations in Hong Kong
Authors
KeywordsTeacher Education
Attitudes
Social Foundations
Educational Studies
Action Research
Issue Date2015
PublisherCommon Ground Publishing. The Journal's web site is located at http://ijiest.cgpublisher.com
Citation
The International Journal of Interdisciplinary Educational Studies, 2015, v. 10 n. 3, p. 1-13 How to Cite?
AbstractAlthough teachers’ attitudes and beliefs are linked to their practice, many argue in social foundations and multicultural education that student-teachers are resistant to changing their attitudes about education’s role in society. Researchers have contended that student-teachers engage in a variety of strategies to maintain attitudes gained through their personal experiences as students, which casts education as key to increasing social mobility and meritocracy in society. This article explores the case of one instructor in teacher education and educational foundations in Hong Kong. Findings from pre- and post-course surveys and online forum writings from students are used to share how student-teachers’ attitudes changed regarding equality and the role of education during the course. The study suggests that the use of a social-constructivist pedagogy that enables student-teachers to learn from their peers’ diverse experiences and professional circumstances can meaningfully impact student-teacher attitudes, and assist new teachers in better understanding education’s role in society.
Persistent Identifierhttp://hdl.handle.net/10722/212018
ISSN
2015 SCImago Journal Rankings: 0.101

 

DC FieldValueLanguage
dc.contributor.authorJackson, J-
dc.date.accessioned2015-07-21T02:19:25Z-
dc.date.available2015-07-21T02:19:25Z-
dc.date.issued2015-
dc.identifier.citationThe International Journal of Interdisciplinary Educational Studies, 2015, v. 10 n. 3, p. 1-13-
dc.identifier.issn2327-011X-
dc.identifier.urihttp://hdl.handle.net/10722/212018-
dc.description.abstractAlthough teachers’ attitudes and beliefs are linked to their practice, many argue in social foundations and multicultural education that student-teachers are resistant to changing their attitudes about education’s role in society. Researchers have contended that student-teachers engage in a variety of strategies to maintain attitudes gained through their personal experiences as students, which casts education as key to increasing social mobility and meritocracy in society. This article explores the case of one instructor in teacher education and educational foundations in Hong Kong. Findings from pre- and post-course surveys and online forum writings from students are used to share how student-teachers’ attitudes changed regarding equality and the role of education during the course. The study suggests that the use of a social-constructivist pedagogy that enables student-teachers to learn from their peers’ diverse experiences and professional circumstances can meaningfully impact student-teacher attitudes, and assist new teachers in better understanding education’s role in society.-
dc.languageeng-
dc.publisherCommon Ground Publishing. The Journal's web site is located at http://ijiest.cgpublisher.com-
dc.relation.ispartofThe International Journal of Interdisciplinary Educational Studies-
dc.rightsThe International Journal of Interdisciplinary Educational Studies. Copyright © Common Ground Publishing.-
dc.rightsNOTICE: Readers must contact Common Ground for permission to reproduce.-
dc.subjectTeacher Education-
dc.subjectAttitudes-
dc.subjectSocial Foundations-
dc.subjectEducational Studies-
dc.subjectAction Research-
dc.titleNew Teacher Attitudes in Educational Foundations in Hong Kong-
dc.typeArticle-
dc.identifier.emailJackson, J: lizjackson@hku.hk-
dc.identifier.authorityJackson, J=rp01633-
dc.identifier.hkuros245885-
dc.identifier.volume10-
dc.identifier.issue3-
dc.identifier.spage1-
dc.identifier.epage13-
dc.publisher.placeUnited States-

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