Teacher's perception on the relationship between value education and new senior secondary liberal studies

Abstract

This study examined teachers’ perception on the relationship between value education and New Senior Secondary Liberal Studies from three dimensions, which are their learning experiences, teaching experiences as well as personal belief. From the evaluation of achieving curriculum aim to teaching process, the comparatively green in-service Liberal Studies teacher shared thoughts and insights by reflecting on their journey on value and value education.

The findings suggested that although consensus was not found, the teachers, indicating the possible melodies for value education in Liberal Studies, in fact shared similar elements. Agreeing on time-constraint that value education must face, culture of “exam-oriented” in Hong Kong is newly proposed to be a tool to enhance value education in Liberal Studies. At the same time, the significant role of a teacher in value education is reminded through out the study, emphasizing on the pervasion in interactions between teachers and students. Diverse views in teaching styles although was found, they identified “Value clarification” all through the voyage of value, value education and Liberal Studies, and having absolute faith in developing students’ positive values in spite of the discussed difficulties in this study which revealing the current situation in Hong Kong.

Implications in the last part of this study recommended possible directions for further study in relevant fields in education, it is hoping that this study can be served as enrichment to realize value education in Liberal Studies.