Building high school teachers' capacity to use service-learning to nurture meaningful social engagement in young people in Hong Kong.
As the formal education system in Hong Kong is highly examination-oriented, students have difficulty finding real meaning in their study, particularly in the relevance of their academic study to meet the needs of the community. Besides, there are other developmental issues in young people in Hong Ko...
| Publicado en: | International Journal of Child Health & Human Development Vol. 16; no. 1; pp. 3 - 14 |
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| Autores principales: | , |
| Formato: | tables/charts Journal Article |
| Publicado: |
Nova Science Publishers, Inc.
2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=164538138&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 164538138 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 19395965 903J jtl: International Journal of Child Health & Human Development issn: 19395965 maglogo: N pubinfo: dt: 2023 vid: 16 iid: 1 pid: 1040 pub: Nova Science Publishers, Inc. place: Hauppauge, New York artinfo: ui: 164538138 164538138 164538138 164538138 ppf: 3 ppct: 11 formats: fmt: @attributes: type: P tig: atl: Building high school teachers' capacity to use service-learning to nurture meaningful social engagement in young people in Hong Kong. aug: au: Shek, Daniel T. L. Ngai, Grace affil: Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, PR China sug: subj: Service Learning Schools, Secondary Hong Kong Teachers Faculty Role Professional Development Hong Kong Outcomes of Education Adolescent Development Foundations Program Implementation ab: As the formal education system in Hong Kong is highly examination-oriented, students have difficulty finding real meaning in their study, particularly in the relevance of their academic study to meet the needs of the community. Besides, there are other developmental issues in young people in Hong Kong, including growing mental health issues and neglect of holistic adolescent development. To address these adolescent developmental issues, one strategy is to incorporate academic Service-Learning (SL) in the formal study of the students where students are motivated to apply what they have learned in their academic study to serve the community. Unfortunately, academic Service-Learning in high schools in Hong Kong is still in its infancy. One factor contributing to this unfortunate situation is that teachers do not have adequate training on SL. Hence, there is an urgent need to build up the capacity of high school teachers to incorporate Service-Learning as a meaningful pedagogy in their teaching. In this paper, we propose a conceptual model for building the capacity of high school teachers in Hong Kong to use SL as a means to promote holistic youth development. We argue that with enhanced capacity in teachers in using SL, there would be promotions of meaningful social engagement amongst high school students in Hong Kong. With the financial support of Chow Tai Fook Charity Foundation and Keswick Foundation, we will implement this project in the next three years. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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