This paper argues that the concepts, beliefs and understandings of local and nonâlocal 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 preâconstructed notions of good teaching. The alternative is that university tutors and future researchers reâconceptualise good teaching practices within a context that gives it meaning and purpose.View full textDownload full textKeywordsteacher education, perceptions and beliefs of teacher educators, role modelling, building teacher knowledge, pedagogical content knowledge of teacher educators, Confucian heritage cultures, teacher educationRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/02607476.2010.497395
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