Pedagogical issues in the teaching of classroom guidance curriculum: A hybrid Hong Kong case

Yuk Yee Pattie LUK-FONG

Research output: Contribution to journalArticles

1 Citation (Scopus)

Abstract

Unlike many other places in the world, guidance lessons in Hong Kong are taught mainly by class teachers rather than school counsellors. Given the unique educational context of Hong Kong as East meets West and given that guidance is essentially a concept from the West, it is important to investigate what kind of pedagogy is suitable for teaching guidance in Hong Kong. This paper examines what teaching guidance lessons are like in Hong Kong for the researcher and for some primary teachers. A qualitative case study methodology is used. Data are drawn from the author's own experience in a primary school teaching attachment and interviews with guidance professionals, primary school principals, teachers and students in three selected primary schools in Hong Kong. Pedagogical issues for the teaching guidance curriculum are explored and discussed. The researcher argues for a hybrid guidance pedagogy for the teaching of classroom guidance in Hong Kong. Findings are applicable to countries facing similar issues in parallel mixed cultural settings. Copyright © 2005 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)193-206
JournalCounselling Psychology Quarterly
Volume18
Issue number3
DOIs
Publication statusPublished - Sep 2005

Citation

Luk-Fong, P. Y. Y. (2005). Pedagogical issues in the teaching of classroom guidance curriculum: A hybrid Hong Kong case. Counselling Psychology Quarterly, 18(3), 193-206.

Keywords

  • Classroom guidance
  • Pedagogy
  • Hybrid

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