In general, the findings of the research project have shown that the pre-service teachers at the Hong Kong Institute of Education were not very competent in the implementation of civic education as embodied in the “Guidelines on Civic Education in Schools” prepared by the Curriculum Development Council and issued by the Education Department of Hong Kong in 1996. not that they lacked the skills in teaching, but they simply did not know how to transfer the skills into civic education both inside and outside the classrooms. Even worse, a majority of them revealed that they had not read the “Guidelines on Civic Education in Schools” and that they lacked the knowledge of Hong Kong, China and world affairs which are indispensable elements in pedagogical contents. Under such conditions, it would be inconceivable that the student-teachers could develop a positive and pro-active attitude towards civic education. By utilizing the method of documentary analysis and the approach of induction, this paper aims to identify the factors that have accounted for the deficiencies in civic education at tertiary level and explore the ways through which the pre-service teachers’ competence and quality in such aspect could be enhanced. It is hoped that the suggested programmes or methods could help equip the pre-service teachers better for coping with the changes that have been taking place in Hong Kong and the challenges that the future world holds in store.
|Publication status||Published - 1997|