دورية أكاديمية
The Translation of Western Teaching Approaches in the Hong Kong Early Childhood Curriculum: A Promise for Effective Teaching?
| العنوان: | The Translation of Western Teaching Approaches in the Hong Kong Early Childhood Curriculum: A Promise for Effective Teaching? |
|---|---|
| اللغة: | English |
| المؤلفون: | Pui-Wah, Doris Cheng |
| المصدر: | Contemporary Issues in Early Childhood. 2006 7(3):228-237. |
| الإتاحة: | Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/ciec |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| تاريخ النشر: | 2006 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Kindergarten |
| Descriptors: | Curriculum Development, Educational Change, Foreign Countries, Teaching Methods, Instructional Effectiveness, Media Adaptation, Instructional Development, Educational Strategies, Curriculum Implementation, Classroom Observation Techniques, Reflection, Protocol Materials, Early Childhood Education, Barriers, Instructional Material Evaluation |
| مصطلحات جغرافية: | Hong Kong |
| DOI: | 10.2304/ciec.2006.7.3.228 |
| تدمد: | 1463-9491 |
| مستخلص: | This article reports data from a study about the challenges of teaching reform carried out by three in-service kindergarten teachers in the Hong Kong Special Administrative Region. Intending to improve the quality of teaching and learning, these teachers adapted Western teaching approaches such as High Scope and Project approaches, which they had learnt about in their teacher education course, to Hong Kong classrooms. By tracking the enactment process of an implemented change for half a year, it was observed that teaching reform could not simply be achieved by just putting theories into practice. It requires the constant dialectical interplay of practice with theories in a continuous manner in the specified context. The findings highlight the difficulties of making pedagogical shifts and the merits of employing collaborative inquiry to support the use of effective pedagogies. (Contains 1 figure.) |
| Abstractor: | As Provided |
| Number of References: | 23 |
| Entry Date: | 2010 |
| رقم الأكسشن: | EJ904996 |
| قاعدة البيانات: | ERIC |
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