Advertisement

Effective Tools for Pedagogical Change in Religious Education: Experience of Teachers in Hong Kong Catholic Kindergartens and Primary Schools

  • Wing Kay Vion Ng
  • Shuet Yan Fion Luk
Chapter

Abstract

The growing student population with pluralistic views and diverse background in Catholic schools all over the world is raising ethical and pedagogical issues in Catholic Religious Education (CRE). In the past, much emphasis was given to theological concerns (Grimmitt, 2008). However, there has been more research paying attention to CRE in terms of teaching technique, methods, approach and pedagogies (Buchanan, 2005; Figiel, 2013; Grimmitt, 2008; Groome, 1996). One of the most discussed approaches in CRE is the Shared Christian Praxis (SCP) proposed by Thomas Groome (1996, 2011). His approach was adopted and evaluated in various countries including Australia, Lithuania, Sweden and Korea, and was appreciated. However, some reports suggested there were difficulties in equipping teachers to use this approach in their teaching (Bezzina, Gahan, McLenaghan, & Wilson, 1996; O’Connell, 2008). Hong Kong, as the first East Asian region to adopt SCP in CRE, also faced problems in implementing the approach. This chapter will discuss the implementation problems in the Hong Kong context and suggest ways to overcome the hurdles.

References

  1. Archdiocese of Hobart. (2005). Good new for living. Retrieved from http://catholic.tas.edu.au/key-documents/good-news-for-living-1.
  2. Bauml, M. (2016). The promise of collaboration. Educational Leadership, 74, 58–62.Google Scholar
  3. Bezzina, M., Gahan, P., McLenaghan, H., & Wilson, G. (1996). Shared Christian praxis as a basis for religious education curriculum: The Parramatta experience. (A presented reports). Southport, Australia: The Annual conference of the Australian Association for Religious Education. Retrieved from ERIC data base. (ED401266).Google Scholar
  4. Buchanan, M. T. (2005). Pedagogical drift: The evolution of new approaches and paradigms in religious education. Religious Education, 100(1), 20–37.  https://doi.org/10.1080/00344080590904662.CrossRefGoogle Scholar
  5. Buchanan, M. T. (2011). Peer reviewing preservice teachers of Christian higher education. Christian Higher Education, 10(5), 464–481.  https://doi.org/10.1080/15363759.2010.515455.CrossRefGoogle Scholar
  6. Catholic Diocese of Hong Kong. (2001). Diocesan synod document. Retrieved from http://catholic.org.hk/synod/synodindex.html.
  7. Catholic Diocese of Hong Kong. (2017). Education statistics 2009–2017. Retrieved from http://archives.catholic.org.hk/Statistic/2009-2017%20Education.htm.
  8. Catholic Education Office. (2006). Catholic secondary schools, primary schools, kindergartens: Religious and moral education curriculum document 2006. Hong Kong: The Catholic Diocese of Hong Kong.Google Scholar
  9. Catholic Education Office. (2016). Current situation of religious and moral education in Hong Kong Catholic schools. Unpublished survey, Hong Kong.Google Scholar
  10. Chan, F. N. (2015). Religious education in Hong Kong Catholic schools: Past, present and future. In M. T. Buchanan & A. M. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 131–142). Dordrecht: Springer.CrossRefGoogle Scholar
  11. Cheng, D. P. (2006). The translation of western teaching approaches in the Hong Kong early childhood curriculum: A promise for effective teaching? Contemporary Issues in Early Childhood, 7(3), 228–237.  https://doi.org/10.2304/ciec.2006.7.3.228.CrossRefGoogle Scholar
  12. Day, M., & Harbour, C. P. (2013). The philosopher and the lecturer: John Dewey, Everett Dean Martin, and reflective thinking. Education and Culture, 29(1), 105–124. Retrieved from https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1509andcontext=eandc.
  13. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Lexington (Massachusetts): D.C. Health.Google Scholar
  14. Field, K. (2011). Reflection at the heart of effective continuing professional development. Professional Development in Education, 37(2), 171–175.  https://doi.org/10.1080/19415257.2011.559700.CrossRefGoogle Scholar
  15. Figiel, D. (2013). Integrism towards contemporary Christian religious education and teaching of the Second Vatican Council. Journal of Education Culture and Society, 3(2), 16–28.  https://doi.org/10.15503/jecs20132-16-28.CrossRefGoogle Scholar
  16. Fok, P. K. (2016). Implementation of collaboratively lesson preparation and lesson observation in Hong Kong. Journal of Education Research, 201603(263), 96–114.  https://doi.org/10.3966/168063602016030263007.CrossRefGoogle Scholar
  17. Gellel, A. M., & Buchanan, M. T. (2015). Contextualising the catholic religious education project. In A. M. Gellel & M. T. Buchanan (Eds.), Global perspectives on catholic religious education in schools (pp. 1–4). Dordrecht: Springer.Google Scholar
  18. Grimmitt, M. H. (2008). Inside a religious education research project: The influence of theological and educational considerations on the treatment of religious content within a prescribed pedagogic framework. Journal of Beliefs and Values, 29(3), 223–232.  https://doi.org/10.1080/13617670802464782.CrossRefGoogle Scholar
  19. Groome, T. H. (1980). Christian religious education: Sharing our story and vision. San Francisco: Harper and Row.Google Scholar
  20. Groome, T. H. (1996). Sharing faith: A comprehensive approach to religious education and pastoral ministry. New York: HarperCollins Publishers.Google Scholar
  21. Groome, T. H. (2006). A shared praxis approach to religious education. In M. de Souza, K. Engebretson, G. Durka, A. Mcgrady, & R. Jackson (Eds.), International handbook of the religious, moral and spiritual dimensions of education. Part 2 (pp. 763–777). Dordrecht: Springer.Google Scholar
  22. Groome, T. H. (2011). Will there be faith?. New York: HarperCollins Publishers.Google Scholar
  23. Lau, Y. (2017). A study of change: Junior secondary school textbooks of Catholic religious Education in Hong Kong. (Doctoral thesis, The Chinese University of Hong Kong, Hong Kong). Retrieved from http://repository.lib.cuhk.edu.hk/en/collection/etd.
  24. Lovat, T. J. (1988). Action research and the praxis model of religious education: A critique. British Journal of Religious Education, 11(1), 30–37.  https://doi.org/10.1080/0141620880110106.CrossRefGoogle Scholar
  25. Mok, M. M. (2007). Challenges for Catholic schooling in Hong Kong. In G. Grace, & S. Joseph O’Keefe (Eds.), International handbook of catholic education, challenges for school systems in the 21st century series: International handbooks of religion and education (Vol. 2, pp. 751–769). Dordrecht: Springer.Google Scholar
  26. Nuzzi, R. J. (2015). The teaching of religion in Catholic schools. In M. T. Buchanan & A. M. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 245–256). Dordrecht: Springer.CrossRefGoogle Scholar
  27. O’Connell, D. (2008). Educating religiously toward a public spirituality. (Doctoral thesis, Boston College, United States). Retrieved from https://libguides.bc.edu/graduate-etd.
  28. Pang, N. S., & Wang, T. (2016). Professional learning communities: Research and practices across six educational systems in the Asia-Pacific region. Asia Pacific Journal of Education, 36(2), 193–201.  https://doi.org/10.1080/02188791.2016.1148848.CrossRefGoogle Scholar
  29. Reed, E. D., Freathy, R., Cornwall, S., & Davis, A. (2013). Narrative theology in religious education. British Journal of Religious Education, 35(3), 297–312.  https://doi.org/10.1080/01416200.2013.785931.CrossRefGoogle Scholar
  30. Rymarz, R., & Cleary, A. (2017). Examining some aspects of the worldview of students in Australian Catholic schools: Some implications for religious education. British Journal of Religious Education.  https://doi.org/10.1080/01416200.2017.1352486.
  31. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.CrossRefGoogle Scholar
  32. Tse, T. K.-C. (2017). When Christian education meets patriotism: Christian organisations’ response to the introduction of moral and national education in Hong Kong schools. British Journal of Religious Education, 39(3), 257–268.  https://doi.org/10.1080/01416200.2015.1117416.CrossRefGoogle Scholar
  33. Ubani, M. (2012). What characterises the competent RE teacher? Finnish student teachers’ perceptions at the beginning of their pedagogical training. British Journal of Religious Education, 34(1), 35–50.  https://doi.org/10.1080/01416200.2011.601906.CrossRefGoogle Scholar
  34. Zheng, M.-Y. (2006). Tong chai guan ke dui ti sheng jiao shi jiao xue neng liang de ying xiang (A presented paper). Retrieved from The Chinese University of Hong Kong website: https://www.fed.cuhk.edu.hk/~cthk/paper/a6.pdf.

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  • Wing Kay Vion Ng
    • 1
  • Shuet Yan Fion Luk
    • 1
    • 2
  1. 1.Catholic Education OfficeHong KongChina
  2. 2.Caritas Institute of Higher EducationHong KongChina

Personalised recommendations