Based on six case studies of school-based development of junior Integrated Humanities (IH) curriculum, this study discusses three challenges commonly confronted by curriculum developers in Hong Kong. These challenges are: ambiguous objectives and radical approach of integration; low degree of teacher readiness for pedagogical changes; and insufficient teacher collaboration throughout the development process. Positive measures are being adopted by curriculum developers to facilitate the change process, including reinforcement of teacher collaboration, selection of appropriate entry points, and recruitment of professional support. These positive experiences will inform other schools and curriculum leaders, especially on the practical issues they need to address when conducting school-based curriculum integration of humanities subjects. Copyright © 2008 The Chinese University Press, Hong Kong Institute of Educational Research.
|Title of host publication||Developing teachers and developing schools in changing contexts|
|Editors||John Chi-kin LEE, Ling-po SHIU|
|Place of Publication||Hong Kong|
|Publisher||The Chinese University Press, Hong Kong Institute of Educational Research|
|Publication status||Published - 2008|