U.S. Teachers' Perception of Confucian Teaching Philosophies and Methodologies

• In Event: Crown Plaza Roundtable Session 8
  In Roundtable Session: Alternative Approaches to Teaching-Learning: Conversations Among Taoism, Confucianism, and Buddhism

Abstract

The purpose of this study is to solicit the perceptions of U.S. teachers to examine the extent of their agreement with Confucian teaching philosophies and methodologies. A mixed research methodology was used in this study. Sixty elementary, middle and high school teachers from 24 schools of five urban Georgia school districts were randomly selected and invited to participate in the study. Thirty-two teachers (53.3%) representing 17 different teaching areas responded by returning an author designed survey. Quantitative data were analyzed by using descriptive statistics and qualitative data were analyzed by examining emerged themes and patterns. The findings of this study indicate that teachers strongly support the application of Confucius teaching philosophies and methodologies in the classrooms of the United States.

Authors

• Tak C. Chan, Kennesaw State University

• Binbin Jiang, Kennesaw State University

• Meimei Xu, Kennesaw State University