A narrative inquiry into teaching of in-service kindergarten teachers: Implications for re-conceptualizing early childhood teacher education in Hong Kong

Shu Sing Paul WONG

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3 Citations (Scopus)

Abstract

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 © 2003 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)73-81
JournalEarly Child Development and Care
Volume173
Issue number1
DOIs
Publication statusPublished - Mar 2003

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Hong Kong
Teaching
Education
Curriculum
Teacher Training

Citation

Wong, S. S. (2003). 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.

Keywords

  • Narrative inquiry
  • Early childhood education
  • Teacher education
  • Curriculum