by Hau Kit Tai. / Thesis (M.A.Ed.)--Chinese University of Hong Kong / Bibliography: leaves 84-102

The purpose of this study is to investigate how six students at a Secondary School describes interaction patterns among teachers when students express in a way that the teacher perceives as racist and/or xenophobic, by presenting a qualitative interview study. The interviews were analyzed by two opposing models of value education: the traditional and the constructive model. The results show that students divide teachers in different categories based on five qualities: 1) they listening, 2) they accept students' opinions, 3) they allow discussion, 4) they are knowledgeable and 5) they can express their own opinions. These qualities are included in the value pedagogical model for deliberative conversations, whose strategies for interaction aim to create an understanding of different rules and values, thereby creating skills of rules by using a democratic approach. In contrast to this model, the rule-based moral education, in which the teacher uses his authority and refers to rules without giving an explanation for why they occurred, as strategies.

published_or_final_version / Education / Master / Master of Education

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 119-126).

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 103-109).

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 119-126). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 103-109). Also available in print.

Thesis (PhD. (Education)) --University of Limpopo, 2019. / This study explored secondary school teachers’ perceptions, practices and expectations on moral education. Specifically, three areas of investigation were (a) teachers’ perceptions, (b) practices, and (c) expectations. The purpose of the study was drawn from the fact that our society is currently at crossroads and need to revamp the present education system so that it morphs into a pivotal tool for developing moral values. The study commenced with an examination of the context, demographics of the schools, teachers and learners. It followed 4 secondary school teachers in Capricorn District of Limpopo Province, over the course of three phases. A critical review and evaluation of empirical studies pertaining to moral education in secondary schools locally and further afield is presented. The theoretical framework of constructivist epistemology and the theoretical perspective of symbolic interactionism guided this study. The research design combined the usual elements of case study (participant observation, individual and focus group interviews), along with documents analysis and records designed to supplement and corroborate data. Through descriptive thematic and framework analyses applied to data collected, several findings emerged from this study. Firstly, it became clear from teachers’ perceptions that there is insufficient theoretical background on foundations of moral education. This finding has several implications for teacher training syllabus that bears further implications on content comprising of philosophical, sociological and psychological foundations of moral education. Secondly, based on teachers’ practices of moral education, there is a shortage of teaching skills for moral education. This is an indication of a dire need for them to be exposed to various teaching approaches and their alternatives which has implications on organisation of methodology and evaluation. Thirdly, regarding teachers’ expectations in the implementation of moral education for a multicultural society, this study revealed lack of teacher support and calls for their development in this regard. Fourthly, numerous moral agents depicted as stakeholders in moral education can compensate one another in the battle to improve the moral fibre in our schools. Lastly, the moral life that is restricted to the classroom implies supplementation through the adoption of a comprehensive approach to foster moral values beyond the classroom. Despite the limitations encountered during the execution of this study, such as lack of other moral agents’ voices and selection of other contexts, this study’s findings warrant further exploration, and publication. The study provided evidence for the claim that secondary school teachers’ perceptions, practices and expectations are important constructs that can contribute to the body of knowledge in the moral education literature.

論文(哲學碩士)--香港中文大學硏究院敎育學部,1994. / 參考文獻: leaves 150-151 / 林憶芝. / 論文目錄 / Chapter 第一章 --- 題目析義與問題之提出 --- p.3 / Chapter 第一節 --- 題目析義 --- p.3 / Chapter 第二節 --- 硏究的意義 --- p.3 / Chapter 第二章 --- 硏究方法及文獻 --- p.14 / Chapter 第一節 --- 硏究方法 --- p.14 / Chapter 第二節 --- 文獻回顧 --- p.15 / Chapter 第三節 --- 硏究限´制ؤ --- p.18 / Chapter 第三章 --- 孔子的哲學思想 --- p.22 / Chapter 第一節 --- 現代學者對『仁』之詮釋 --- p.22 / Chapter 第二節 --- 論語中『仁』之涵義 --- p.26 / Chapter 一 --- 內在的感通 --- p.29 / Chapter 二 --- 對他人的感通 --- p.37 / Chapter 三 --- 對天命的感通 --- p.45 / Chapter 第四章 --- 孔子的敎育思想 --- p.50 / Chapter 第一節 --- 敎育目標 --- p.50 / Chapter 第二節 --- 敎材 --- p.52 / Chapter 第三節 --- 敎材選取的原則 --- p.78 / Chapter 第四節 --- 敎學目標與敎材的關係 --- p.80 / Chapter 第五章 --- 高中中國語文科敎學目標與精讀敎材之關係 --- p.86 / Chapter 第一節 --- 敎學目標 --- p.86 / Chapter 第二節 --- 現行精讀敎材的敎學重點分析 --- p.90 / Chapter 第三節 --- 現行精讀敎材的敎學重點忽略品德敎育之情況 --- p.96 / Chapter 第四節 --- 敎學重點重語文訓練而輕品德培養之原因 --- p.98 / Chapter 第六章 --- 以孔子的理論架構分析精讀敎材與德育的關係 --- p.102 / Chapter 第一節 --- 精讀敎材的內容分析 --- p.102 / Chapter 第二節 --- 以孔子的理論架構重訂品德敎學的重點 --- p.110 / Chapter 第三節 --- 精讀敎材與品德敎學的關係 --- p.119 / Chapter 第四節 --- 以孔子的理論架構，增删敎材 --- p.122 / Chapter 第七章 --- 結論及建議 --- p.124 / Chapter 第一節 --- 現時難以精讀敎材推行品德敎育的原因分析 --- p.124 / Chapter 第二節 --- 改善現況的幾點建議 --- p.128 / 〔附錄一〕二十六篇精讀敎材之篇目 --- p.131 / 〔附錄二〕五十九章含仁字之篇章 --- p.134 / 〔附錄三〕三出版社敎學重點總表 --- p.140 / 〔附錄四〕三出版社敎學重點圖表 --- p.147 / 參考書目 --- p.150

This study demonstrates the lack of meaning in contemporary society. Modern youth is confronted by numerous factors contributing towards a meaningless life. Because the child has an existential yearning for menning, he needs the pedagogic guidance of a (Christian) educator to assist him to constitute his own life-world and, in particular, to enable him to attain a meaningful existence via the acquisition of a Christian philosophy of life. The study reveals the role of education with regard to the various components of constituting a life-world and the overall task of the school and its curriculum. The significance of a Christian philosophy of life in helping the child to constitute a life-world through education is demonstrated with special reference to various aspects of adulthood (modes of human existence) and certain meaningful relationships. / Educational Studies / M. Ed. (Philosophy of Education)