Hong Kong Chinese university students’ conceptions of teacher care: a dialectical framework of care

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 Noddings, N. 1984. Caring: A Feminine Approach to Ethics and Moral Education. Berkeley, CA: University of California Press. [Google Scholar]) 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.