A proposed model for teachers’ perceptions of national and moral education: A national identity building curriculum in post-colonial Hong Kong

Wong, Koon Lin; Haste, Helen; Lee, John Chi‐Kin; Kennedy, Kerry John; Chan, Jacqueline Kin Sang

doi:10.1007/s10833-020-09388-x

Cited by 7 publications

(10 citation statements)

References 27 publications

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“…It can be seen that Waugh and Punch (1987) proposed the model; Waugh and Punch (1987) , Chi-Kin Lee (2000), and Moroz and Waugh (2000) extended the model; Chi-Kin Lee (2000) and Moroz and Waugh (2000) developed the model; Yin et al (2008) , Ma et al (2009) , Lee and Yin (2011) , and Lee (2014) supported the development of the model; and Wong et al (2015 , 2017 , 2021) extended the development of the model.…”

Section: Resultsmentioning

confidence: 99%

“… Guilfoyle et al (2021) studied secondary school teachers’ perceptions of science and religious education arguments. In Hong Kong, China, Wong et al (2021) examined teachers’ perceptions of civic education, whereas Zhao (2014) explored teachers’ perceptions of their relationship with the state in China. Interestingly, in recent years, attention has been paid to teachers’ perceptions of moral education in mainland China; for example, Ye and Law (2019) focused on pre-service teachers’ perceptions of teacher ethics.…”

Section: Resultsmentioning

confidence: 99%

“…Some authors mentioned the dimensions of the teacher spirituality model ( Johnson et al, 2017 ; Ye and Law, 2019 ). Some authors have studied the teachers’ moral and national education perception model and further developed the model by continuously proposing new factors to build the model ( Wong et al, 2015 , 2017 , 2021 ). Some authors emphasized the role of teaching strategies and reported the process to integrate teaching of moral education with their own experiences, which is the direction of some authors’ research and shows teachers’ perceptions of moral education curriculum ( Allison et al, 2012 ; Kelly and Erduran, 2019 ; Guilfoyle et al, 2021 ).…”

Section: Resultsmentioning

confidence: 99%

“…Lee (2014) applied the teachers' perception model to study civic education in Singapore. Finally, in recent years, Wong et al (2015Wong et al ( , 2017Wong et al ( , 2021 focused on the study of teachers' acceptance of civic education in Hong Kong, China, and developed teachers' perceptions of the moral education model by adding Hong Kong characteristics to the original teachers' perceptions of the model. Wong et al (2021) suggested that socio-political and media factors should be added to the model of teachers' perceptions to explain the factors that influence teachers' acceptance of curriculum reformation.…”

Section: Model Of Teachers' Perceptions Of Moral and National Educationmentioning

confidence: 99%

“… Asif et al (2020) suggested that teachers’ perceptions and beliefs about the goals of moral education and areas students must learn are essential because teachers play a critical role in the moral development of their students. A proposal was made to use a model of teachers’ perceptions of moral and national education to investigate the factors influencing teachers’ perceptions of the curriculum ( Wong et al, 2021 ). The direction of research on teachers’ perceptions of the curriculum is related to the teaching of English ( Soleimani and Lovat, 2019 ; Chen and Abdullah, 2022 ) and science ( Kumarassamy and Koh, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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The Analysis of Teachers’ Perceptions of Moral Education Curriculum

2022

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With the development of teachers’ psychological cognition, the moral education curriculum develops as per the changes in times. Currently, a resurgence of interest on studying teachers’ perceptions of the moral education curriculum has observed. This is because moral education curriculum of each country plays a unique role in the overall design of the country’s education curriculum. However, studies on teachers’ perceptions of the moral education curriculum are scarce, and no framework has been developed to guide the teaching and learning of teachers for the moral education curriculum for schools. The moral education curriculum serves as one of the main vehicles for value education, with teachers as direct executors. It can influence the overall development of the school system and long-term development of a country. Thus, in this paper, we reviewed current literature related to teachers’ perceptions of the moral education curriculum and developed future trends considering teachers’ perceptions of the moral education curriculum in improving existing moral education programs in a country. We identified a list of keywords related to moral education curriculum and teacher perceptions and relevant to the scope of this study. These keywords were used to search the articles from the Scopus and WoS studies. Overall, 32 papers meeting the search criteria were retrieved. Further, we conducted thematic studies, and four themes were successfully identified: the model of teacher perceptions of moral and national education, the dimensions of the teacher ethics model (framework), teaching strategies, and the role of teachers. The results of this study suggested a new framework for research trends in teachers’ perception models, particularly toward the moral education curriculum. This study contributed to the knowledge regarding teaching and learning approaches of moral education considering teachers’ perceptions of the moral education curriculum. The findings of study would benefit future studies and would improve the implementation of a country’s moral education program.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Model Of Teachers' Perceptions Of Moral and National Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Analysis of Teachers’ Perceptions of Moral Education Curriculum

2022

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Development and Psychometric Validation of Teachers’ Receptivity to Change Scale

John

Thomas

Sudhesh

et al. 2023

Asia-Pacific Edu Res

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Multiculturalism with Hong Kong Characteristics

Arat¹,

Kerelian

Dhar

2022

Du Bois Rev.

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Hong Kong (a special administrative region of the People’s Republic of China) is promoted as “Asia’s World City” due to its interconnectivity, East-meets-West geopolitical orientation, and composition of migrants from both Asian and non-Asian countries. Hong Kong-based scholars have suggested that Hong Kong’s policy towards the social inclusion of non-Chinese communities is ambiguous. For example, the Race Discrimination Ordinance (RDO) lacks an informative description of racial discrimination, which may lead to shortcomings in ethnic minority protections under the current social policy for integration (e.g., ethnic minorities’ experiences related to religious discrimination). Most of the non-White ethnic minority population of Hong Kong consists of low-income South Asians and Southeast Asians, with some ethnic groups (e.g., Nepalese) reported to reside in socially segregated districts. Furthermore, scholars have highlighted that current social policy in Hong Kong appears to be partially or completely different from Western-based approaches to multiculturalism, necessitating further examination to promote social inclusion. To fill this gap, this study explores the perspectives of Chinese and non-Chinese individuals regarding multiculturalism in Hong Kong. The study adopts a qualitative research design and includes interviews with twenty ethnically Chinese and non-Chinese teachers serving minorities in Hong Kong. Three themes emerge in this study: 1) a general understanding of multiculturalism as diverse cultural/ethnic backgrounds, mutual understanding and acceptance, and inclusive social harmony and social justice; 2) perceptions of Hong Kong-based multiculturalism and the perceived hierarchy of ethnic groups; and 3) the main differences between Western and Hong Kong-based multiculturalism, including more acceptance of diversity in the West and geographic location. In sum, this study provides recommendations to ensure a respectful and ethical inclusion of non-White ethnic minorities in Hong Kong, such as developing a tailor-made policy.

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A proposed model for teachers’ perceptions of national and moral education: A national identity building curriculum in post-colonial Hong Kong

Cited by 7 publications

References 27 publications

The Analysis of Teachers’ Perceptions of Moral Education Curriculum

The Analysis of Teachers’ Perceptions of Moral Education Curriculum

Development and Psychometric Validation of Teachers’ Receptivity to Change Scale

Multiculturalism with Hong Kong Characteristics

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