A study of the perception of intended curriculum and implemented curriculum from primary school practitioners

Chun Chor Litwin CHENG, Huen YU

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This paper aims to study the perception of primary curriculum implemented in Hong Kong through the views of school practitioners and how the gaps were closed through school practice. Parts of the data in this paper were collected through interviews with principals and teachers on their the views of achieving the aims of the Hong Kong primary education curriculum. Their practice and effort in achieving the aims in education is recorded and analyzed. They were asked to pinpoint professional areas which they thought teachers may have difficulties and hence a barrier for the improvement of quality education and achieving the educational aims. These include opinions on subject content and pedagogical knowledge for the primary school subject in Chinese and mathematics and in turns reflect the contents needed in teacher education program. The paper provides insight for future teacher education program development and primary schools to distinguish practice that could be used by them. Copyright © 2000 The Hong Kong Institute of Education.
Original languageEnglish
Title of host publicationProceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century
Place of PublicationHong Kong
PublisherHong Kong Institute of Education
Pages1-11
ISBN (Print)9629490382
Publication statusPublished - 2000

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primary school
curriculum
teacher
Hong Kong
education
education curriculum
primary education
school
mathematics
interview

Citation

Cheng, L. C. C., & Yu, H. (2000). A study of the perception of intended curriculum and implemented curriculum from primary school practitioners. In Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century [CD-ROM] (pp. 1-11). Hong Kong: Hong Kong Institute of Education.