Constructions of civic education: Hong Kong teachers’ perceptions of moral, civic and national education

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

doi:10.1080/03057925.2016.1262756

Cited by 15 publications

(12 citation statements)

References 22 publications

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“…These findings suggest the importance of civic education at school to support students’ civic learning. Schools with more mainland Chinese immigrant students might emphasize less civic learning because of teachers’ reluctance to engage with what they might perceive to be “political” issues related to Hong Kong–China conflicts (K. L. Wong, Lee, Chan, & Kennedy, ). Or, because mainland Chinese tend to go to less well‐endowed schools (Pong & Tsang, ), it might simply be a lack of learning resources and curriculum support for civic education.…”

Section: Discussionmentioning

confidence: 99%

Chinese immigrant students in Hong Kong: Exploring performance and influences on their civic learning

et al. 2019

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Guided by the “opportunity–propensity” (O‐P) framework, this study explores how immigrant status might affect students’ civic knowledge through an antecedent factor (socioeconomic status [SES]), opportunity factors (civic learning at school and civic participation at school), and propensity factors (perceived open classroom climate, perceived student–teacher relationship, and perceived importance of conventional citizenship). The data were taken from the International Civic and Citizenship Education Study (ICCS) 2016. The sample comprised 2,544 eighth graders from Hong Kong. Results of two‐level path analysis showed that, at the student level, mainland Chinese immigrant grant students had a higher level of civic knowledge. Although perceived open classroom climate and perceived importance of conventional citizenship were found to be two positive mediators and family SES (via civic learning at school) was a negative mediator, the mediation effects at the student level were quite small. In contrast, quite a large amount of variance was explained at the school level: School‐aggregated immigrant status was positively linked to school‐aggregated civic knowledge and negatively via school‐aggregated students’ family SES via school‐aggregated civic learning.

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Section: Discussionmentioning

confidence: 99%

Chinese immigrant students in Hong Kong: Exploring performance and influences on their civic learning

et al. 2019

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“…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%

“…For students, it can bring changes in behaviors and greater interest in participating in society ( Luguetti and McDonald, 2020 ). It can improve existing teacher education, promote teachers’ professional development ( Thornberg et al, 2013 ), promote patriotic education, and give students a global perspective ( Wong et al, 2017 ; O’Flaherty and McCormack, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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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“…During the focus group discussions, the students and lecturers were provided with lists of traditional moral education contents and asked to give their opinions on ideas to improve the questionable, scale, and add the missing elements to the list. The consensus reached at the end of the period led to the identification of six factors (corresponding to 27 Based on the preliminary discussion of results, a questionnaire was then developed. The survey consisted of demographic questions and 29 Likert items.…”

Section: Procedures and Instrumentationmentioning

confidence: 99%

Vietnamese Students' Perceptions of Moral Values: An Assessment by Students at An Giang University

Hai¹

2021

ujer

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Constructions of civic education: Hong Kong teachers’ perceptions of moral, civic and national education

Cited by 15 publications

References 22 publications

Chinese immigrant students in Hong Kong: Exploring performance and influences on their civic learning

Chinese immigrant students in Hong Kong: Exploring performance and influences on their civic learning

The Analysis of Teachers’ Perceptions of Moral Education Curriculum

Vietnamese Students' Perceptions of Moral Values: An Assessment by Students at An Giang University

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