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 教與學
  • FA 一般教學方法、各種施教方法
• Q 教育體系與各級學校
  • QB 小學前之教育、育兒設施、母嬰保健設施

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

• Hong Kong

• 1997.7 onwards

• 學前教育

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.

• 英文

期刊論文

• 09669760

• 10.1080/09669760.2020.1778452

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

2021-08-10