Curriculum development of the PSHE key learning area in junior secondary schools: Perspectives of humanities teachers

Chi Kin John LEE, Ka Ki Lawrence HO, Julian Yat-ming LEUNG, Cecilia Chuk-ching LO

Research output: Contribution to journalArticle

Abstract

This article aims to explore the major challenges faced by Hong Kong Personal Social and Humanities Education (PSHE) teachers as they develop a school-based Integrated Humanities curriculum. Findings from group interviews of PSHE teachers suggested three major attributes that shape PSHE curriculum development: namely teachers’ perception and receptivity to the integrated curriculum mode; their readiness for pedagogical changes under the new curriculum; their accounts of school support for the duration of curriculum planning and implementation. This research demonstrates teachers’ strong support for curriculum development. Copyright © 2007 James Nicholas Publishers.
Original languageEnglish
Pages (from-to)67-86
JournalCurriculum and Teaching
Volume22
Issue number1
DOIs
Publication statusPublished - 2007

Citation

Lee, J. C.-K., Ho, L. K.-K., Leung, J. Y.-M., & Lo, C. C.-C. (2007). Curriculum development of the PSHE key learning area in junior secondary schools: Perspectives of humanities teachers. Curriculum and Teaching, 22(1), 67-86. doi: 10.7459/ct/22.1.05

Keywords

  • PSHE
  • Curriculum Development
  • Teacher leadership
  • Hong Kong
  • Secondary schools

Fingerprint Dive into the research topics of 'Curriculum development of the PSHE key learning area in junior secondary schools: Perspectives of humanities teachers'. Together they form a unique fingerprint.