Uncovering principles for curriculum adaptation: A practitioner and researcher (Co)reflexive analysis

Uncovering principles for curriculum adaptation: A practitioner and researcher (Co)reflexive analysis

• Dinu, Carmen Carola The University of Hong Kong
• Chian, Monaliza Maximo The University of Hong Kong

Journal of Ethnographic & Qualitative Research, 17(1), 16-38, 2023

Cedarville University

2023

• D Curriculum
  • DB Development & Evaluation

• Hong Kong

• 1997.7 onwards

• Primary Education

In this article, we present a (co)reflexive analysis of the multiple adaptations of an English as a Second Language reading curriculum for primary students in Hong Kong during the COVID-19 pandemic through our partnership as a practitioner-researcher and an external researcher. Adopting the principles of interactional ethnography, we examined the actions, considerations, and challenges in undertaking five curriculum adaptations over an academic period via an ethnographic case study. The ongoing conversation facilitated a (co)reflexive analysis of relevant data in two phases of analysis. In the first phase, we aimed to understand the reading program and set the stage for the second phase, which was to unpack the five curriculum adaptation processes across the academic year. Findings revealed that the curriculum adaptations were driven by data, instructional time, and varied teaching delivery modes. Three principles of curriculum adaptations were derived from the findings: prioritizing personalized learning, systematic orchestration of learning activities, and purposeful integration of theory and practice. Copyright © 2023 Cedarville University.

• English

Journal Articles

• 19353308

https://bibliography.lib.eduhk.hk/en/bibs/97c2b364

2024-05-17