Curriculum integration of the PSHE in Hong Kong secondary schools: Key challenges and desirable actions

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

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

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.
Original languageEnglish
Title of host publicationDeveloping teachers and developing schools in changing contexts
EditorsJohn Chi-kin LEE, Ling-po SHIU
Place of PublicationHong Kong
PublisherThe Chinese University Press, Hong Kong Institute of Educational Research
Pages207-230
ISBN (Print)9789629963774
Publication statusPublished - 2008

Citation

Lee, J. C.-K., & Ho, L. K.-K., Leung, J. Y.-M., & Lo, C. C.-C. (2008). Curriculum integration of the PSHE in Hong Kong secondary schools: Key challenges and desirable actions. In J. C.-K. Lee & L.-P. Shiu (Eds.), Developing teachers and developing schools in changing contexts (pp. 207-230). Hong Kong: The Chinese University Press, Hong Kong Institute of Educational Research.

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