Phenomenological inquiry of Hong Kong school teachers’ pedagogical thoughtfulness and its implications for quality teaching and teacher education

Shuying Sean LI

Research output: Contribution to conferencePaper

Abstract

This paper examines teachers’ (un)thoughtful actions in the dynamic and contingent classroom moments through classroom anecdotes obtained from the author’s most recent research project in Hong Kong context. It raises the research question of how we should cultivate teacher’s pedagogical thoughfulness. Experiential stories of unexpected/contingent classroom moments have been obtained through teacher/student interviews and writing exercises, and then interpreted using the hermeneutic phenomenological inquiry. From these descriptions, reflections on quality teaching, meaningful learning, embodied knowing and pedagogical thoughtfulness are generated, with a special discussion on the quality teaching requirements and its implications for pre and in-service teacher preparation programs.
Original languageEnglish
Publication statusPublished - Apr 2009

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Hong Kong
classroom
Teaching
teacher
school
education
hermeneutics
student teacher
research project
interview
learning

Citation

Li, S. (2009, April). Phenomenological inquiry of Hong Kong school teachers’ pedagogical thoughtfulness and its implications for quality teaching and teacher education. Paper presented at the Annual Meeting of American Educational Research Association: Disciplined Inquiry: Education Research in the Circle of Knowledge, San Diego, CA.