Perceptions of Hong Kong secondary school teachers on effective pedagogical practices for curriculum reform: A multi-group analysis

Perceptions of Hong Kong secondary school teachers on effective pedagogical practices for curriculum reform: A multi-group analysis

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

Asia Pacific Journal of Education, 2021

Routledge

2021

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

Professional Development Pedagogical Practices Student Learning Teacher Perception Curriculum Reform

• Hong Kong

• 1997.7 onwards

• Secondary Education

This study examined the perceptions of two groups of teachers, namely Secondary 3 and Secondary 6, regarding effective pedagogical practices in relation to curriculum reform. A total of 1,215 teachers from 91 secondary schools participated in the study. Collaborative inquiry, instructional strategy and catering for learner diversity were conceived as the three most effective pedagogical practices for implementation of the reforms while seven perceived student learning outcomes were also identified. Further multi-group analyses supported invariance between the two teacher groups in their perceptions of student learning when applying the three pedagogical practices in the classrooms. Results of path analyses revealed that Secondary 6 teachers viewed collaborative inquiry as having a significant effect on all aspects of student learning, but such impacts were not seen as very likely in the view of Secondary 3 teachers. On the contrary, Secondary 3 teachers conceived instructional strategy as the most effective way to enhance student learning. Catering for learner diversity had a positive association with various aspects of student learning in the view of both teacher groups. The study concludes with the implication for enhancing professional development of teachers. Copyright © 2021 National Institute of Education, Singapore.

• English

Journal Articles

• 02188791

• 10.1080/02188791.2021.1988901

https://bibliography.lib.eduhk.hk/en/bibs/abc24bc5

2021-12-03