Hong Kong university teachers’ conceptions and articulation of teacher care : towards building a model of caring pedagogy

Anne L. L. TANG*, Caroline WALKER-GLEAVES

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

5 Citations (Scopus)

Abstract

This paper addresses university teachers’ conceptions and articulation of teacher care as informed by their teaching practice within the Hong Kong university context. The research is predicated upon the perspectives of caring university teachers identified through a systematic process of reputational-case selection, and their narrations analyzed by thematic analysis. Three overarching themes, ‘humanitarian caring whole-person education’, ‘student-centred caring teaching’ and ‘invisible caring acts’, were identified. Based on the overarching themes, we propose a model of ‘caring pedagogy of student-centredness and invisible care’. This study contributes to enriching the existing literature on teacher care and caring pedagogy from university teachers’ perspectives. We advocate the integration of care into pedagogy, whilst university administrators could provide more institutional support for practising caring pedagogy for the benefits of our students.

Original languageEnglish
Pages (from-to)503-526
Number of pages24
JournalHigher Education
Volume83
Issue number3
Early online date11 Jan 2021
DOIs
Publication statusPublished - Mar 2022
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2021, The Author(s), under exclusive licence to Springer Nature B.V. part of Springer Nature.

Keywords

  • Caring pedagogy
  • Ethics of care
  • Higher education
  • Hong Kong
  • Teacher care
  • Vygotsky’s relational zone

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