A Comparative Study of International and Local School Teachers’ Perceptions and Enactments of Humility in Hong Kong
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Abstract
While humility has been widely explored philosophically and psychologically, there is little research on humility in educational settings. Based on semi-structured interviews with teachers from local and international schools, we investigated the role of humility in the pedagogy and wider contexts of schools in Hong Kong. Both international and local teachers regarded humility as being important for education, but they conceptualized and enacted it differently, reflecting the high power distance of Hong Kong’s Confucian heritage culture and teacher-centeredness of traditional Chinese education, and the more social constructivist form of pedagogy in international education. These findings provide a lens to understand how teaching and teacher-student relations are shaped by cultural, pedagogical, and educational philosophies and practices in different educational settings.
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A Comparative Study of International and Local School Teachers’ Perceptions and Enactments of Humility in Hong Kong
In: Beijing International Review of EducationSearch for other papers by Mark Harrison in
Current site
Google Scholar
PubMed
Search for other papers by Carla Briffett-Aktaş in
Current site
Google Scholar
PubMed
Search for other papers by Ji Ying in
Current site
Google Scholar
PubMed
Search for other papers by Gordon Tsui in
Current site
Google Scholar
PubMed
Search for other papers by Anna Susanne Cheng in
Current site
Google Scholar
PubMed
Search for other papers by Liz Jackson in
Current site
Google Scholar
PubMed
Abstract
While humility has been widely explored philosophically and psychologically, there is little research on humility in educational settings. Based on semi-structured interviews with teachers from local and international schools, we investigated the role of humility in the pedagogy and wider contexts of schools in Hong Kong. Both international and local teachers regarded humility as being important for education, but they conceptualized and enacted it differently, reflecting the high power distance of Hong Kong’s Confucian heritage culture and teacher-centeredness of traditional Chinese education, and the more social constructivist form of pedagogy in international education. These findings provide a lens to understand how teaching and teacher-student relations are shaped by cultural, pedagogical, and educational philosophies and practices in different educational settings.
| All Time | Past 365 days | Past 30 Days | |
|---|---|---|---|
| Abstract Views | 232 | 0 | 0 |
| Full Text Views | 251 | 174 | 10 |
| PDF Views & Downloads | 310 | 190 | 1 |
