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Hong Kong Chinese University Students’ Conceptions of Teacher Care: A Dialectical Framework of Care

Tanga, A.L.; Walker-Gleaves, C.; Rattray, J.

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Authors

A.L. Tanga

C. Walker-Gleaves



Abstract

This paper addresses Hong Kong Chinese undergraduate students’ conceptions of teacher care informed by their experiences of teacher-student relationships within university context. Utilising the concept of teacher care from Nodding’s (1984) ethics of care from a Confucian-Vygotskian perspective, this research considers emergent themes of teacher care from the narrative accounts of final-year students majoring in management and bilingual studies. Results indicate that teacher care is perceived as a deepening of trust, mutuality, responsiveness, and reciprocity between students and teachers, and an enrichment of caring scope, embodied in the conceptualisation of ‘Pedagogical Care’ to ‘Holistic Care’ and then onto ‘Sustainable Care’. A dialectical framework of teacher care within Hong Kong higher education context is proposed, based on the psycho-social make-up of students and socio-cultural context of learning. This study exposes the importance of teacher care in students’ learning as influenced by relational dynamics, and proposes the adoption of caring pedagogy in universities.

Journal Article Type Article
Acceptance Date Jul 28, 2020
Online Publication Date Sep 7, 2020
Publication Date 2021
Deposit Date Aug 4, 2020
Publicly Available Date Mar 7, 2022
Journal Journal of Further and Higher Education
Print ISSN 0309-877X
Electronic ISSN 1469-9486
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 45
Issue 5
Pages 573-587
DOI https://doi.org/10.1080/0309877x.2020.1804534
Public URL https://durham-repository.worktribe.com/output/1259247

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