Attitudes towards research: The case of curriculum leaders in Hong Kong

Attitudes towards research: The case of curriculum leaders in Hong Kong

AARE 2004 Conference Papers

• Hui, Sammy King Fai Dept. of Curriculum and Instruction, Hong Kong Institute of Education

• Jeffrey, P. L.

Melbourne

Australian Association for Research in Education

2005

• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• D Curriculum
  • DB Development & Evaluation

Action Research Curriculum Research Educational Research Professional Development Research Methodology Research Skills Research Utilisation Teacher Attitudes Teaching Skills Inservice Teacher Education Primary Education Surveys Teachers Hong Kong Curriculum Leadership Five-Factor Model (FFM)

• Hong Kong

• 1997.7 onwards

• Primary Education

Exploring teachers' attitudes towards research is always interesting. With the Education and Manpower Bureau's policy of introducing the position of Primary School Master/Mistress (Curriculum Development) to local Hong Kong primary schools, to understand the beliefs these curriculum leaders hold onto research - as a means to help schools to reflect upon their strengths and to decide how best to bring about reform in curriculum becomes significant. A survey of 209 PSM(CD)s suggested although people in general favour research in their work, there still reservations. A five-factor model indicated that, on the one hand, the majority of the respondents perceived themselves having ability to do research, valued research for professional development and providing solutions to teaching and learning deficiencies, and found the action research course that they participated useful. On the other hand, they preferred courses focussed on improving their teaching competencies to an action research course. It was shown that while demonstrated research experience and qualification of higher degrees revealed no significant difference in research attitudes, these factors associated positively with their commitment to school, self-efficacy and an internal locus of control. The work contributes to the understanding of how PSM(CD)s feel towards supporting doing and facilitating research for curriculum development in schools.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]

• English

Conference Papers

• 13249320 (CD ROM)
• 13249339 (eISSN)

https://bibliography.lib.eduhk.hk/bibs/d981bf06

2010-11-25