A narrative inquiry into teaching of in-service kindergarten teachers: Implications for re-conceptualizing early childhood teacher education in Hong Kong

A narrative inquiry into teaching of in-service kindergarten teachers: Implications for re-conceptualizing early childhood teacher education in Hong Kong

• Wong, Shu Sing School of Early Childhood Education, Hong Kong Institute of Education

Early Child Development and Care, 173(1), 73-81, 2003

Routledge

2003

• D Curriculum
  • DC Pre-Primary Education Programmes
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• R Educational Policy & Administration
  • RG Education Reforms
• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities

Early Childhood Education Educational Change Foreign Countries Inservice Teacher Education Kindergarten Preschool Curriculum Preschool Teachers Teacher Education Hong Kong

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

Narrative provides meaning and belonging in human lives because every human experience is a lived story, and a storied experience. Rooted in Dewey's thoughts on the past-present-future continuum of experience, Connelly and Clandinin define narrative inquiry as "the study of how humans make meaning of experience by endlessly telling and retelling stories about themselves that both refigure the past and create purpose in the future" (1988, p. 21). In the present paper, I first explore the meanings of early childhood education and depict the general background of early childhood education in Hong Kong. Then, by adopting Schwab's (1973) four commonplaces of subject matter, learner, milieu and teacher as a curriculum framework, I examine curriculum issues in kindergarten with illustrations of my experienced stories about the teaching of an in-service kindergarten teacher in Hong Kong. Finally, based on Schwab's four curriculum commonplaces, I analyze the Reform Proposals for the Education System in Hong Kong as published in September 2000 by the Hong Kong Education Commission with special emphasis on early childhood education and pre-primary teacher education in Hong Kong for the new millennium.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0300443022000022431 ]

Special Issue on: "Early Childhood Education in Hong Kong."

• English

Journal Articles

• 03004430

• 10.1080/0300443022000022431

https://bibliography.lib.eduhk.hk/bibs/ff1b1ea5

2010-09-06