Transforming struggling reform implementers into effectual reform agents: Hong Kong preschool teachers’ voices

Transforming struggling reform implementers into effectual reform agents: Hong Kong preschool teachers’ voices

• Tam, Po Chi Pansy The Education University of Hong Kong
• Sun, Chunrong The University of Saint Joseph, Macau

Youth Theatre Journal, 2021

Routledge

2021

• D Curriculum
  • DC Pre-Primary Education Programmes
• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

Hong Kong preschool teachers have long been portrayed as ineffective reform implementers entrenched in the Confucian educational practices. This study, conducted in an award-winning drama partnership, solicits nineteen teachers’ voices on their first-hand experiences in using process drama for curriculum and pedagogical innovation. Based on Bakhtin’s voice theory and thematic analysis, the study identifies various kinds of teacher-reported benefits of this western educational borrowing, ranging from teaching capacity building, perceptual changes concerning childhood and teachers’ role, to personal wellbeing enhancement. Unlike previous studies, these findings represent teachers as effective implementers of process drama and active agents of education reform. Copyright © 2021 American Alliance for Theatre and Education.

• English

Journal Articles

• 08929092

• 10.1080/08929092.2021.1919265

https://bibliography.lib.eduhk.hk/bibs/b11a3a90

2021-08-10