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ERIC Number: EJ821434
Record Type: Journal
Publication Date: 2005-Jun
Pages: 13
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-1047-6210
The Logic of Hong Kong Teachers: An Exploratory Study of Their Teaching Culturally Diverse Students
Chong, Stella
Teaching Education, v16 n2 p117-129 Jun 2005
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; Hong Kong