期刊論文
A narrative inquiry into teaching of in-service kindergarten teachers: Implications for re-conceptualizing early childhood teacher education in Hong Kong
EdLink- A narrative inquiry into teaching of in-service kindergarten teachers: Implications for re-conceptualizing early childhood teacher education in Hong Kong
- Early Child Development and Care, 173(1), 73-81, 2003
- Routledge
- 2003
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- Hong Kong
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- 1997.7 onwards
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- 學前教育
- Narrative provides meaning and belonging in human lives because every human experience is a lived story, and a storied experience. Rooted in Dewey's thoughts on the past-present-future continuum of experience, Connelly and Clandinin define narrative inquiry as "the study of how humans make meaning of experience by endlessly telling and retelling stories about themselves that both refigure the past and create purpose in the future" (1988, p. 21). In the present paper, I first explore the meanings of early childhood education and depict the general background of early childhood education in Hong Kong. Then, by adopting Schwab's (1973) four commonplaces of subject matter, learner, milieu and teacher as a curriculum framework, I examine curriculum issues in kindergarten with illustrations of my experienced stories about the teaching of an in-service kindergarten teacher in Hong Kong. Finally, based on Schwab's four curriculum commonplaces, I analyze the Reform Proposals for the Education System in Hong Kong as published in September 2000 by the Hong Kong Education Commission with special emphasis on early childhood education and pre-primary teacher education in Hong Kong for the new millennium. [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/10.1080/0300443022000022431 ]
- Special Issue on: "Early Childhood Education in Hong Kong."
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- 英文
- 期刊論文
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- 03004430
- https://bibliography.lib.eduhk.hk/tc/bibs/ff1b1ea5
- 2010-09-06
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