Teachers' belief-and-practice gap in implementing early visual arts curriculum in Hong Kong

Teachers' belief-and-practice gap in implementing early visual arts curriculum in Hong Kong

• Leung, Suzannie K. Y. The Chinese University of Hong Kong

Journal of Curriculum Studies, 52(6), 857-869, 2020

Routledge

2020

• G 課程與教學:個別教學範疇
  • GF 人文學科及藝術
    • GFA 教學目標、課程及評鑑
• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

Belief-and-practice Gap Early Childhood Education Visual Arts

• Hong Kong

• 1997.7 onwards

• 學前教育

Hong Kong, as a capitalist society, has an achievement-driven education system. Visual arts have become a marginalized learning area, especially in early childhood education. Although 'art and creativity' is one of the six learning domains for early childhood education in the kindergarten curriculum guide in Hong Kong, product-oriented and craft-based art activities are commonly practiced in kindergarten classrooms. This study observed 33 classrooms and interviewed 29 teachers for a total of 409 minutes to discuss issues surrounding the early childhood art curriculum in Hong Kong and the difficulties teachers face responding within the context. Through the triangulation of observations, interviews, and documentation analysis, the teachers indicated that they are facing a dilemma regarding teacher-directed and child-centred orientations towards teaching children visual arts. To sustain the 'third space' of early childhood visual arts education, three main areas are considered: (a) introducing visual arts as an alternative narrative in early childhood curriculum, (b) considering that children's creative behaviours are performative, and (c) positioning teacher education in relation to the visual arts. Copyright ©Routledge.

• 英文

期刊論文

• 00220272

• 10.1080/00220272.2020.1795271

https://bibliography.lib.eduhk.hk/tc/bibs/2ecb1832

2021-04-13