Enhancing the teaching of performance tasks in kindergartens via learning study in Hong Kong

Research output: Contribution to conferencePaper


Performance tasks This paper reports the initial stage of a learning study on enhancing kindergarten teachers' teaching of performance tasks in Hong Kong. Data from classroom observation and post-lesson interviews with two kindergarten teachers were analysed to identify the existing teaching practice focusing on four typical classroom performance tasks: storytelling, drawing pictures, singing nursery rhyme and physical movement. The findings have indicated that both teachers often simplified the object of learning into declarative knowledge and used passive receptive activities and neglected the specific disciplinary skill-related aspects and seldom used active productive activities, which will more probably lead to deeper learning. The factors shaping these teaches' practice are also discussed and elaborated. The room for further improvement of these teachers is then identified as the object of learning for the teachers and the critical features of these performance tasks specified for student learning in the coming learning study projects. The paper concludes with implications and recommendations on teacher education for pre-school teachers in Hong Kong.
Original languageEnglish
Publication statusPublished - 2012



Tam, P. C., Zhang, Y., & Lam, H. C. (2012, November). Enhancing the teaching of performance tasks in kindergartens via learning study in Hong Kong. Paper presented at The World Association of Lesson Studies (WALS) Conference 2012: Challenging practice enhancing partnerships nurturing the child, Nanyang Technological University, Singapore.


  • Teacher professional development
  • Pre-school