What makes a good kindergarten teacher? A pilot interview study in Hong Kong

What makes a good kindergarten teacher? A pilot interview study in Hong Kong

• Li, Yuen Ling Hong Kong Institute of Education

Early Child Development and Care, 173(1), 19-31, 2003

Routledge

2003

• M Teachers & Education for Teachers
  • ME Teachers' Responsibility, Professionalism & Discipline
• M Teachers & Education for Teachers
  • MH Teacher Evaluation : Teacher Effectiveness

Developmentally Appropriate Practices Early Childhood Education Educational Practices Foreign Countries Interviews Kindergarten Pilot Projects Preschool Teachers Teacher Attitudes Teacher Effectiveness Hong Kong

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

The present study was aimed at investigating the perception of teaching and learning of kindergarten teachers in Hong Kong. Despite the philosophical vision of early childhood education, a firm traditional kind of instruction, with emphasis on planning, preparation and external judgment, was perceived as an important indicator for good teaching. Moreover, teachers tended to focus on and describe their own actions as teachers rather than the actions of pupils. There was a shift from children's agenda to the teacher's agenda. A very different role of the teacher, in contrast to the philosophy of early childhood education, was recorded. The vision of developmentally appropriate early childhood education has not been well acknowledged by kindergarten teachers in Hong Kong. It is argued that challenge to their prior beliefs on teaching and learning will facilitate their future professional development.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/0300443022000022396]

Special Issue on: "Early Childhood Education in Hong Kong."

• English

Journal Articles

• 03004430

• 10.1080/0300443022000022396

https://bibliography.lib.eduhk.hk/en/bibs/fb726194

2010-11-24