Teachers’ pedagogical interactions as linked to personal beliefs and profiles: A mixed-methods study in Hong Kong kindergartens

Teachers’ pedagogical interactions as linked to personal beliefs and profiles: A mixed-methods study in Hong Kong kindergartens

• Li, Zhi Yu University of Hong Kong
• Yang, Weipeng Singapore University of Social Sciences
• Li, Hui Macquarie University, Australia

International Journal of Early Years Education, 28(4), 366-381, 2020

Routledge

2020

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods
• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities

Pedagogical Interaction Hong Kong Kindergartens Teachers’ Beliefs and Practices Influential Factors Video Analysis

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

Hong Kong has launched reforms to advocate child-centred pedagogies in kindergartens since 2000. This study examined the actual pedagogical interactions in eight kindergarten classrooms via videotaped observations. The teachers were surveyed before the observation and interviewed after receiving the observational report. Evidence revealed that the Hong Kong teachers used various scaffolding strategies to maintain a reciprocal interaction, and teacher-directed instruction dominated the pedagogical interactions. Most teachers had a positive attitude towards teacher–child interactions, yet traditional beliefs persisted. Teachers’ pedagogical interactions were associated with their age, years of teaching experience and educational level, but not with the age group they taught. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.

• English

Journal Articles

• 09669760

• 10.1080/09669760.2020.1778452

https://bibliography.lib.eduhk.hk/en/bibs/da7d9560

2021-08-10