Paradigms, perspectives and dichotomies amongst teacher educators in Hong Kong

Abstract

This paper argues that the concepts, beliefs and understandings of local and non‐local teacher educators in a Hong Kong university are grounded in their own cultural cognition and antecedents. It presents the viewpoint that contemporary notions of good practice were compromised when applied to a context that is strongly influenced by the tenets of Confucianism. Thus the conclusion is that the contingencies of teaching and learning contexts are sufficiently different to compromise the goal of having pre‐constructed notions of good teaching. The alternative is that university tutors and future researchers re‐conceptualise good teaching practices within a context that gives it meaning and purpose.

Keywords:

• teacher education
• perceptions and beliefs of teacher educators
• role modelling
• building teacher knowledge
• pedagogical content knowledge of teacher educators
• Confucian heritage cultures
• teacher education

Acknowledgements

We would like to gratefully acknowledge the considerable and very significant contribution made by our retired colleagues Dr Philip Stimpson and Mr Francis Lopez‐Real to the project reported on in our paper. We are also grateful to the University of Hong Kong for providing funding support.