The logic of Hong Kong teachers: An exploratory study of their teaching culturally diverse students

Suk Ching Stella CHONG

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

This study aims to report how Hong Kong teachers handle a seemingly conventional, orderly schooling phenomenon—the teaching of the newly arrived children (NAC) migrated from mainland China. Semi-structured interviews with ten teachers from nine primary schools were conducted. The principal findings are that the teachers are not prepared for the challenges of teaching NAC, that the traditional approaches adopted by many teachers are ineffective, that subtle transformation of the pupil population due to the everlasting influx of NAC has yet to be appreciated by the teachers, and that teachers' logic—their worldview, mindset and conceptualisation of forces at work in Hong Kong schooling—remains unchanged. This paper highlights the various issues of monoculturalisation. Implications are discussed. Copyright © 2005 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)117-129
JournalTeaching Education
Volume16
Issue number2
DOIs
Publication statusPublished - Jun 2005

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Hong Kong
Teaching
teacher
student
worldview
primary school
pupil
China
interview
Group

Citation

Chong, S. (2005). The logic of Hong Kong teachers: An exploratory study of their teaching culturally diverse students. Teaching Education, 16(2), 117-129.

Keywords

  • Primary school teachers
  • Education, Primary
  • Multiculturalism
  • Interdisciplinary approach in education