Understanding Hong Kong pre-primary school teachers’ curriculum beliefs: A modified version of the Curriculum Orientation Inventory

Understanding Hong Kong pre-primary school teachers’ curriculum beliefs: A modified version of the Curriculum Orientation Inventory

• Cheung, Alan C. K. The Chinese University of Hong Kong
• Keung, Pui Chi Chrysa The Education University of Hong Kong
• Tam, Winnie The Chinese University of Hong Kong

Early Childhood Education Journal, 2021

Springer

2021

• D Curriculum
  • DA Objectives & Outcomes
• D Curriculum
  • DB Development & Evaluation

Curriculum Beliefs Pre-primary Education In-service Teachers Integrated Curriculum Curriculum Orientation Inventory

• Hong Kong

• 1997.7 onwards

• Primary Education

In this study, a modified version of the Curriculum Orientation Inventory for Early Childhood Education (COI-ECE) is developed and validated with a sample of 717 in-service teachers from fifty Hong Kong pre-primary schools. Results of confirmatory factor analysis show that the curriculum beliefs of pre-primary school teachers can be conceptualised into four dimensions: humanistic, cognitive process/academic, technological, and social reconstruction orientations. Results also reveal that pre-primary school teachers hold strong humanistic orientation beliefs while cognitive process/academic orientation beliefs are held less strongly. Further analyses by one-way ANOVA tests find that differences in curricular orientation beliefs are related to teachers’ educational level and teaching position. This study reaffirms the importance of implementing an integrated developmentally appropriate curriculum in promoting whole-child development in children’s early years. The implications for supporting and sustaining teachers’ curriculum-based planning and subsequent teaching practices will be discussed. Copyright © 2021 The Author(s), under exclusive licence to Springer Nature B.V.

• English

Journal Articles

• 10823301

• 10.1007/s10643-021-01211-3

https://bibliography.lib.eduhk.hk/en/bibs/04d020a9

2021-09-08