Teacher receptivity to curriculum change in the implementation stage: The case of environmental education in Hong Kong

Teacher receptivity to curriculum change in the implementation stage: The case of environmental education in Hong Kong

• Lee, John Chi Kin Dept. of Curriculum and Instruction, Chinese University of Hong Kong

Journal of Curriculum Studies, 32(1), 95-115, 2000

Routledge

2000

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GJ Interdisciplinary
    • GJA Teaching Objectives, Curriculum & Evaluation

Curriculum Development Curriculum Enrichment Educational Research Elementary Education Environmental Education Foreign Countries Questionnaires Surveys Teacher Attitudes Hong Kong

• Hong Kong

• 1997.7 onwards

• Primary Education

This study examines teacher receptivity to the curriculum change embodied in the new environmental education guidelines in Hong Kong. A questionnaire survey, based on a 'receptivity to change' instrument, was distributed and case studies conducted. The analyses revealed that such variables as the perceived non-monetary cost-benefit of implementing the guidelines, perceived practicality, perceived school and other support, and issues of concern were predictors for teachers' behavioural intentions towards promoting environmental education. The qualitative part of the research also found that, in addition to the factor of perceived non-monetary costbenefit, the dominance of organizational factors may work to shape teachers' receptivity to environmental education.
[Copyright of Journal of Curriculum Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/002202700182871]

• English

Journal Articles

• 00220272

• 10.1080/002202700182871

https://bibliography.lib.eduhk.hk/en/bibs/704bb8b4

2010-09-27