Many studies show that teacher beliefs strongly influence their instructional decisions, which in turn affect classroom practice and curriculum implementation Studies also reveal many curriculum reforms in the past failed because teacher beliefs had been neglected in the design and implementation process
The new secondary Chinese language curriculum implemented in 2002 in Hong Kong is of student-centred basis, and thus teachers are required to change their beliefs This qualitative study aims at investigating teaching beliefs of Chinese language teachers and their influence on curriculum implementation By examining teaching beliefs of teachers, light can be shed on the problems and prospect of curriculum implementation Data were collected through semi-structured interviews and observations Twelve teachers were selected purposefully from three different types of secondary schools, namely band 1, 2 and 3; which represent different range of students' academic competency In each type of school, two expert teachers and two novice teachers with a variety of educational backgrounds and rankings at school were selected
The results of this study indicate that teaching beliefs of teachers and their teaching behaviours are interrelated It also highlights that the existing beliefs of transmission-oriented teachers are incongruent with the underlying philosophy of the new curriculum This may hinder the implementation of the intended curriculum But most of the beliefs held by the heuristics-oriented teachers are in line with the intended curriculum, which is likely to facilitate its successful implementation The findings also have important implications for curriculum developers and teacher educators: curriculum implementation must be accompanied by continuous teacher development which fosters changes of beliefs and practices
This study finds out that there are underlying commonalities in beliefs among the twelve teachers In their opinion, the conception of Chinese

背景：廿一世紀開始香港進行教育改革，其中一項政策是發展校本課程。這項政策也引入中學中國語文新課程內，官方文件列明發展校本課程的理念及課程架構。
目的：本文旨在探討中文教師如何回應這項改革。
調查對象：本研究以有目的取樣的原則，選取三位教師，他們來自收生不同的學校，以學生學業水平分為第一、第二及第三組別。
調查方法：資料搜集包括半結構式訪談及課堂觀察。
調查結果：研究結果反映中央沒有足夠的支援協助教師發展校本課程。三位被訪教師均以其所持的信念應付這項政策：教師甲靠自己的力量帶領科組同事設計他們的校本課程，卻沒有跟從官方的框架；教師乙參加課程發展處籌辦的「種籽計畫」編選校本教材；教師丙依舊選用教科書教學，沒有理會這項政策。
總結：課程發展者必須加強對教師的支援，例如提供在職培訓課程改變教師的信念，並讓教師學習設計校本課程的知識及方法，還要安排課程發展主任到校協助發展校本課程。
Background: School-based curriculum development (SBCD) is one of the strategies of the educational reform of Hong Kong launched in the 21st century. It is introduced in the new secondary Chinese language curriculum. The rationale and curriculum framework of SBCD are laid down in official documents.
Aims: This study aimed to reveal teachers' responses to this educational change.
Sample: Three teachers were selected as informants based on purposive sample. They came from schools namely band 1, 2 and 3, with different students' level of academic standard.
Method: Data were collected through semi-structured interviews and classroom observations.
Results: The results of this study found that support from central authorities to teachers had been insufficient. The three teachers were governed by their beliefs in coping with this policy requirement. Teacher A led his colleagues to design their own school-based curriculum without following the official framework. Teacher B took part in "seed project" organized by Curriculum Development Institute to develop teaching materials. Teacher C still adopted textbook for teaching as before and simply ignored the policy.
Conclusion: It is essential for curriculum developers to strengthen their support to teachers, such as providing in-service training programme for teachers to change their beliefs and acquire new knowledge and method to design school-based curriculum. Curriculum development officers should also visit schools regularly to assist with the development of school-based curriculum

背景：香港中文科課程改革提倡以學生為主體的教學，建議教師避免過多採用灌輸的方式。
目的：本研究的要旨有二：(1)探討教師的教學信念類型、教學方式及兩者的關係，(2)教師的信念與教學方式能否配合新中文課程改革。
調查對象：邀請六位中學中文教師參與。
調查方法：以半結構式訪談、觀課及檔分析蒐集資料。
調查結果：研究發現教師持「傳授觀」教學信念以詳述範文為教學主要任務，多採用講述的方式教學，較少安排小組活動；而持「啟發觀」教學信念的教師傾向綜合讀寫聽說教學，除了運用講述的策略外，還安排各類活動促進學生學習。
總結：研究結果對課程設計、課程實施有很大的啟示，建議開辦發展改變教師教學信念的課程。
Background: There is a call for learner-centred approach in the new Chinese Language Curriculum of Hong Kong, teachers are advised not to overuse didactic strategy.
Aims: This study serves two aims: (1) To examine teachers' teaching beliefs, teaching approaches, and their relationship. (2) Do teachers' teaching beliefs and their teaching approaches meet the requirement of the new Chinese Language curriculum reform?
Sample: Six secondary Chinese teachers were invited to be informants.
Method: Data were collected through semi-structured interviews, classroom observations and document analysis.
Results: This study found that the major concern of teachers with transmission view was to interpret prescribed texts in length; they were unlikely to arrange group activities. For teachers with heuristics view, they believed that integrating reading, writing, listening and speaking were desirable in learning. Apart from delivering lectures to students, they organized a variety of activities to facilitate students' learning.
Conclusion: The results of this study have important implications to curriculum design and implementation. It is suggested that teacher education of conceptual change should be developed.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

背景：校本評核是教育改革的新方案，不少國家引入校本評核輔助公開考試，拓闊評核的基礎，提升學習效能，然而很多研究發現教師對評核變革的信念足以影響其實施。
目的：香港中學會考中國語文於2005-06學年實行校本評核，本研究以個案形式探討教師對校本評核的信念及其如何回應此變革。
研究對象：兩位高中中文教師
研究方法：採用半結構式訪談及檔分析蒐集資料
研究結果：研究發現乙老師支持校本評核，採取積極態度，安排各種評估活動，豐富學習與評核的內容；而甲老師卻持觀望態度，採取最省時省力的方法實施校本評核而不影響教與學的常態，反而致力幫助學生應付公開考試。
結論：研究揭示教師的信念影響其態度、決策與行動，為政策制定者帶來重要的啟示。
Background: School-based assessment is a new initiative of education reform. Many countries from different parts of the world have introduced SBA to supplement public examinations, broaden the assessment base and enhance learning effectiveness. However, many studies uncover teachers' beliefs, which affect the implementation of SBA.
Aims: SBA has been implemented in Chinese Language of Hong Kong Certificate Education Examination since the academic year of 2005-06. This case study aimed at exploring teachers' beliefs on SBA and how they responded to the change.
Sample: two Chinese Language teachers who teach senior forms
Method: Data were collected through semi-structured interviews and document analysis.
Results: The results showed that teacher B supported SBA and his attitude was positive. He was willing to arrange a variety of activities for assessment, enriching the contents of learning and assessment. However, teacher A with dubious attitude towards SBA, adopting time-saving and energy-saving strategies to implement SBA without hampering the norms of teaching and learning. Effort was focused on helping students prepare for the public examination.
Conclusion: This study highlighted the importance of teachers' beliefs, which exerted influence to their attitudes, decision making and action. The findings have important implications to policy makers.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]