A Call for Multicultural Special Education in Hong Kong: Insights from a Case Study

Poon-McBrayer, Kim Fong

doi:10.1016/j.sbspro.2014.01.231

“…While teachers' pedagogical practices may place non-Chinese students into a disadvantaged position, their linguistic and culture dissonance can also hamper the academic performance of students from Mainland China. Despite sharing a common heritage culture and ethnicity, the lack of multicultural competency among Hong Kong teachers also put many Chinese immigrant students into a disadvantaged position (Zhao, 2018;Poon-McBrayer, 2014). Consequently, teachers fail to identify their diverse pedagogical needs and respond to them accordingly in Hong Kong schools.…”

Section: Issues Of Competency In Multicultural Education In Hong Kongmentioning

confidence: 99%

“…To date, no policies on ethnic-minority education or multicultural education have been formulated in Hong Kong (Jackson, 2014;Poon-McBrayer, 2014); the majority of the region's EMSs are allocated to a small number of primary and secondary schools and taught by local Chinese teachers. Some researchers have raised concerns about the extent to which classroom support fulfills the learning needs of these students, given their cultural diversity; and others have investigated teachers' perceptions of their own teaching competency in such multicultural classrooms (Bhowmik, 2013;Bhowmik & Kennedy, 2013;Kennedy, 2011Kennedy, , 2012.…”

Section: Introductionmentioning

confidence: 99%

Factor Structure of Multicultural Teaching Competency Scale for School-teachers in Hong Kong

Leung¹,

Hue²

2020

AJTE

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This study investigates the perceptions of teaching competency in multicultural classrooms held by 421 teachers at 16 schools in Hong Kong. The aims of the study are (a) to use confirmatory factor analysis to validate a culturally appropriate version of the Multicultural Teaching Competency Scale (MTCS), (b) to assess three types of multicultural-teaching competency, and (c) to provide recommendations for teacher-education institutes and policy makers on developing effective training in multicultural education. The results indicate that a tripartite model assessing skills, knowledge, and relationships, the core features of multicultural-teaching competency as assessed by the MTCS from a Hong Kong sample. The teachers all identified multicultural-teaching relationships as the most important component of multicultural-teaching competency. Future researchers should examine the concurrent validity of the MTCS and the cultural contexts of multicultural-teaching relationships. Recommendations are also made for incorporating the Confucian beliefs of fairness, justice, and equity into multicultural classroom.

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“…While teachers' pedagogical practices may place non-Chinese students into a disadvantaged position, their linguistic and culture dissonance can also hamper the academic performance of students from Mainland China. Despite sharing a common heritage culture and ethnicity, the lack of multicultural competency among Hong Kong teachers also put many Chinese immigrant students into a disadvantaged position (Zhao, 2018;Poon-McBrayer, 2014). Consequently, teachers fail to identify their diverse pedagogical needs and respond to them accordingly in Hong Kong schools.…”

Section: Issues Of Competency In Multicultural Education In Hong Kongmentioning

confidence: 99%

“…To date, no policies on ethnic-minority education or multicultural education have been formulated in Hong Kong (Jackson, 2014;Poon-McBrayer, 2014); the majority of the region's EMSs are allocated to a small number of primary and secondary schools and taught by local Chinese teachers. Some researchers have raised concerns about the extent to which classroom support fulfills the learning needs of these students, given their cultural diversity; and others have investigated teachers' perceptions of their own teaching competency in such multicultural classrooms (Bhowmik, 2013;Bhowmik & Kennedy, 2013;Kennedy, 2011Kennedy, , 2012.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2020

AJTE

0

View full text Add to dashboard Cite

This study investigates the perceptions of teaching competency in multicultural classrooms held by 421 teachers at 16 schools in Hong Kong. The aims of the study are (a) to use confirmatory factor analysis to validate a culturally appropriate version of the Multicultural Teaching Competency Scale (MTCS), (b) to assess three types of multicultural-teaching competency, and (c) to provide recommendations for teacher-education institutes and policy makers on developing effective training in multicultural education. The results indicate that a tripartite model assessing skills, knowledge, and relationships, the core features of multicultural-teaching competency as assessed by the MTCS from a Hong Kong sample. The teachers all identified multicultural-teaching relationships as the most important component of multicultural-teaching competency. Future researchers should examine the concurrent validity of the MTCS and the cultural contexts of multicultural-teaching relationships. Recommendations are also made for incorporating the Confucian beliefs of fairness, justice, and equity into multicultural classroom.

show abstract