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postgraduate thesis: An exploratory study on teacher beliefs in value education in relationto new senior secondary liberal studies
Title | An exploratory study on teacher beliefs in value education in relationto new senior secondary liberal studies |
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Authors | |
Issue Date | 2011 |
Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
Citation | Ho, C. [何卓彬]. (2011). An exploratory study on teacher beliefs in value education in relation to new senior secondary liberal studies. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836615 |
Abstract | This research investigated the teacher beliefs and the important aspects of value education in relation to the New Senior Secondary Liberal Studies (NSS LS) curriculum in Hong Kong. The NSS LS curriculum was first introduced to schools in the academic year 20092010. It emphasises the cultivation of knowledge, skills, and attitudes. Therefore, it is suggested that value education should be an important element in this new core senior secondary curriculum. The focus of this study is to explore the beliefs which are held by the NSS LS teachers in value education and to identify the important aspects of value education in practice accordingly.
The findings suggested that value education in relation to NSS LS is a common concern of teachers, and it is expressed as two themes: ‘moral standard’ and ‘critical thinking’. It was found that if ‘moral standard’ is the focal concern for teachers, ‘value instruction’ may become the main teaching strategy and ‘biased selection of experience’ may inform pedagogy. On the contrary, if ‘critical thinking’ is the focal concern for teachers, ‘value clarification’ and ‘providing alternatives for students to experience’ may become the main melodies in their teaching. In addition, ‘programmability’ and ‘role of emotions’ are the important aspects in which NSS LS teachers differ in their views of value education.
Based on the analysis and findings of this qualitative study, some implications for future research are discussed. It is hoped that this study may provide some insights for those educationalists who are interested in this area of study. |
Degree | Master of Education |
Subject | General education - Study and teaching (Secondary) - China - Hong Kong. Values - Study and teaching (Secondary) - China - Hong Kong. High school teachers - China - Hong Kong - Attitudes. |
Dept/Program | Education |
Persistent Identifier | http://hdl.handle.net/10722/177246 |
HKU Library Item ID | b4836615 |
DC Field | Value | Language |
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dc.contributor.author | Ho, Cheuk-pun. | - |
dc.contributor.author | 何卓彬. | - |
dc.date.issued | 2011 | - |
dc.identifier.citation | Ho, C. [何卓彬]. (2011). An exploratory study on teacher beliefs in value education in relation to new senior secondary liberal studies. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836615 | - |
dc.identifier.uri | http://hdl.handle.net/10722/177246 | - |
dc.description.abstract | This research investigated the teacher beliefs and the important aspects of value education in relation to the New Senior Secondary Liberal Studies (NSS LS) curriculum in Hong Kong. The NSS LS curriculum was first introduced to schools in the academic year 20092010. It emphasises the cultivation of knowledge, skills, and attitudes. Therefore, it is suggested that value education should be an important element in this new core senior secondary curriculum. The focus of this study is to explore the beliefs which are held by the NSS LS teachers in value education and to identify the important aspects of value education in practice accordingly. The findings suggested that value education in relation to NSS LS is a common concern of teachers, and it is expressed as two themes: ‘moral standard’ and ‘critical thinking’. It was found that if ‘moral standard’ is the focal concern for teachers, ‘value instruction’ may become the main teaching strategy and ‘biased selection of experience’ may inform pedagogy. On the contrary, if ‘critical thinking’ is the focal concern for teachers, ‘value clarification’ and ‘providing alternatives for students to experience’ may become the main melodies in their teaching. In addition, ‘programmability’ and ‘role of emotions’ are the important aspects in which NSS LS teachers differ in their views of value education. Based on the analysis and findings of this qualitative study, some implications for future research are discussed. It is hoped that this study may provide some insights for those educationalists who are interested in this area of study. | - |
dc.language | eng | - |
dc.publisher | The University of Hong Kong (Pokfulam, Hong Kong) | - |
dc.relation.ispartof | HKU Theses Online (HKUTO) | - |
dc.rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works. | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.source.uri | http://hub.hku.hk/bib/B48366158 | - |
dc.subject.lcsh | General education - Study and teaching (Secondary) - China - Hong Kong. | - |
dc.subject.lcsh | Values - Study and teaching (Secondary) - China - Hong Kong. | - |
dc.subject.lcsh | High school teachers - China - Hong Kong - Attitudes. | - |
dc.title | An exploratory study on teacher beliefs in value education in relationto new senior secondary liberal studies | - |
dc.type | PG_Thesis | - |
dc.identifier.hkul | b4836615 | - |
dc.description.thesisname | Master of Education | - |
dc.description.thesislevel | Master | - |
dc.description.thesisdiscipline | Education | - |
dc.description.nature | published_or_final_version | - |
dc.identifier.doi | 10.5353/th_b4836615 | - |
dc.date.hkucongregation | 2011 | - |
dc.identifier.mmsid | 991033842389703414 | - |