Although teachers’ attitudes and beliefs are linked to their practice, many argue in social foundations and multicultural education that student-teachers are resistant to changing their attitudes about education’s role in society. Researchers have contended that student-teachers engage in a variety of strategies to maintain attitudes gained through their personal experiences as students, which casts education as key to increasing social mobility and meritocracy in society. This article explores the case of one instructor in teacher education and educational foundations in Hong Kong. Findings from pre- and post-course surveys and online forum writings from students are used to share how student-teachers’ attitudes changed regarding equality and the role of education during the course. The study suggests that the use of a social-constructivist pedagogy that enables student-teachers to learn from their peers’ diverse experiences and professional circumstances can meaningfully impact student-teacher attitudes, and assist new teachers in better understanding education’s role in society. Copyright © 2015 Common Ground, Liz Jackson, All Rights Reserved.
|Journal||The International Journal of Interdisciplinary Educational Studies|
|Publication status||Published - Sept 2015|
CitationJackson, L. (2015). New teacher attitudes in educational foundations in Hong Kong. The International Journal of Interdisciplinary Educational Studies, 10(3), 1-13. doi: 10.18848/2327-011X/CGP/v10i03/53284
- Teacher education
- Social foundations
- Educational studies
- Action research