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- W2185947811 abstract "Background: During the period of British colonial rule, the nature of civic education in Hong Kong was characterized as denationalized, depoliticized and decontextualized. The 1984 Sino-British Joint Declaration substantially altered the nature of civic education. The “China Today” module of Liberal Studies (LS) was one of the results of the re-engineering the civic education. The teachers’ paradigms of the “China Today” module were explored because the module used national themes as materials to inculcate values in students and is directly related to both citizenship education and national education. Aim: The aim of this study is to examine teachers’ paradigms of the ‘China Today” module through their conceptualization of citizenship and their perspective on teaching. Samples: Four secondary teachers of the “China Today” module were invited to participate. Methods: Questionnaires, semi-structured interviews and non-participant observation were used to assess the teachers’ perception and practices. Results: Data from the questionnaire and interviews revealed that the four teachers highly valued moral, socially concerned citizens and democratic citizens. In terms of aims and approaches to citizenship education, the four teachers embraced the notion" @default.
- W2185947811 created "2016-06-24" @default.
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- W2185947811 date "2009-10-01" @default.
- W2185947811 modified "2023-09-24" @default.
- W2185947811 title "A study of teachers' paradigms of the China Today module in Hong Kong under one country and two systems." @default.
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