Secondary teachers’ conceptions of integrated writing skills: Are teachers’ conceptions aligned with the curriculum objectives?

Secondary teachers’ conceptions of integrated writing skills: Are teachers’ conceptions aligned with the curriculum objectives?

• Li, Guan Ying National Taiwan University
• Zhu, Xinhua The Hong Kong Polytechnic University
• Cheong, Choo Mui The University of Hong Kong

Asia Pacific Education Review, 21(3), 379-391, 2020

Springer Netherlands

2020

• G 課程與教學:個別教學範疇
  • GA 中文
    • GAA 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

Teacher Conception Integrated Writing Practical Knowledge Curriculum Objective Chinese Language

• Hong Kong

• 1997.7 onwards

• 中學教育

Integrated writing skills that emphasize integrated use of language skills and multiple source materials have attracted increasing attention in language education globally and locally in Hong Kong. This study examines teachers’ conceptions of integrated writing skills and interviewed twenty-five Chinese language teachers. Three conceptions emerged from the data, representing writing as a composite of disconnected parts (Category1), a logical inquiry (Category 2), and a developmental process (Category 3). As the categories move up, the alignment between teachers’ conceptions and the curriculum objectives increases accordingly, with the purpose of writing instruction ranging from fulfilling examination requirements, enhancing reasoning skills, to developing integrated use of language skills. The findings also reveal that although the development of integrated writing skills has been a critical component of the Chinese language curriculum since the first public examination in 2007, teachers’ receptivity toward it still varied greatly. Insufficient professional training, the legitimacy of integrated writing as a curriculum component, and the fossilization of the public examination were the factors that accounted for the differing attitudes among the teachers. The discourse of integrated writing in the Hong Kong context has been centered around high-stakes testing. The unbalanced discourse resulted in an oversimplified view that conflated the teaching and learning of integrated writing with integrated writing assessment. The study contributes to the conversation between integrated writing curriculum, instruction, and assessment. Implications for teacher professional development are discussed. Copyright ©Springer Netherlands.

• 英文

期刊論文

• 15981037

• 10.1007/s12564-020-09629-x

https://bibliography.lib.eduhk.hk/tc/bibs/a34d77ef

2021-04-13