This study investigates the extent to which the elements of Confucian thought, survive and are practiced in the curriculum of Hong Kong secondary schools. It briefly examines the historical background of Confucianism in moral education in China and Hong Kong, examines curriculum guidelines and reference materials issued by the Hong Kong Education Department, and reports on interviews with two supervisors, seven principals and twenty-five teachers. It includes their perceptions of the locus of responsibility for moral education, their assessment of recent curriculum trends, their views on the impact of Confucian values on youth and their speculations on the future of moral education as Hong Kong is reintegrated with mainland China. Overall the study finds that elements of Confucian thought continue to prevail in the teaching of some school subjects and in the quality of school life; however, teachers are generally apprehensive about the erosion of Confucian values in the face of alternative models of moral education and the forces of modernization.

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Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Department of Linguistics, 2009. / Bibliography: p. 246-275. / Introduction -- The research context -- Literature review -- Research methodology -- Case study 1 (Lily) -- Case study 2 (Ailing) -- Case study 3 (Xinyu) -- Cross-case study -- Conclusions. / Teacher cognition studies are rare in the mainland Chinese context; they are also rare in other contexts similarly defined by common features such as non-native speaking language teachers, large classes, publicly-funded institutions, and mandated curricula or materials. This broadly qualitative investigation of three tertiary-level Chinese English teachers sought to elicit views and beliefs about language learning and teaching, their sources, and their links with classroom behaviour. A cyclical series of data collection (including autobiographical writing, interviews, lesson observations and stimulated-recall interviews, documentary data, and a group discussion) was employed to produce four linked studies: three individual case studies and a cross-case study. Interpretive data analysis, achieved through a process of constant comparison, was employed to reveal each teacher's views and beliefs. In order to ensure an emic perspective, each teacher's 'voice' is given prominence through the presentation of data. The interpretation of data suggests the importance of various levels of context to teachers' thinking, including the background Confucian approach to education, previous experiences as learners and teachers, and the situation the teachers encounter at both classroom and institutional levels. / Mode of access: World Wide Web. / 275, [140] p. ill