An analysis of the primary English curriculum: Mismatches and implications

Shiu Yu Winnie WONG, Yin Mei May PANG

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

In view of the implementation of the current mandatory Target Oriented Curriculum (TOC) initiative at the junior primary levels, it is significant for teacher educators to be able to identify the existing constraints and problems facing teachers, who are the key implementers in the curriculum innovation. In so doing, appropriate teacher development programs could be designed to cater for their professional needs in order to facilitate the curriculum renewal. This chapter reports the findings of a study involving a survey (N=60) and semi-structed interviews (N=6), of which was conducted to investigate the problems encountered by English teachers in the process of curriclum change, that would ultimately reveal the explicit gaps and mismatches found between the intended and the implemented curriculum at various levels of conceptualization and organization. Such findings are useful information for policy makers, teacher educators, curriculum developers, and teachers if effective curriculum implementation is sought. This chapter reports the preliminary findings from the qualitative data collected and discusses implications in relation to curriculum development strategies. The authors also argue for a dynamic model of curriculum initiative in language teaching as proposed by Cheng (1994). Copyright © 2000 The Hong Kong Institute of Education.
Original languageEnglish
Title of host publicationSchool curriculum change and development in Hong Kong
EditorsYin Cheong CHENG, King Wai CHOW, Kwok Tung TSUI
Place of PublicationHong Kong
PublisherThe Hong Kong Institute of Education
Pages295-310
ISBN (Print)9629490285
Publication statusPublished - 2000

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mismatch
curriculum
teacher
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curriculum development
development strategy
innovation
organization
Teaching
interview
language

Bibliographical note

Wong, W. S. Y., & Pang, M. Y. M. (2000). An analysis of the primary English curriculum: Mismatches and implications. In Y. C. Cheng, K. W. Chow, & K. T. Tsui (Eds.), School curriculum change and development in Hong Kong (pp. 295-310). Hong Kong: The Hong Kong Institute of Education.