Experimenting constructivist teaching in an in-service teacher education program in Hong Kong

This paper reports the experimentation of constructivist teaching in an in-service teacher education program for training curriculum leaders of primary schools. The following features were identified as to guide the delivery based on constructivism: sequence and continuity; part-to-whole connectedness; individual and group based activities, contextualization, authenticity; and application. Data was gathered from questionnaire and interview; it was further triangulated by student evaluation feedback of the program. The result has brought about development of teachers on various domains including professional, intellectual, collegial, social and emotional. The learning process triggers a spectrum of cognitive functioning on learners. The study ends up with a model of constructivist learning that can guide curriculum development of educational programs; it also addresses some problems about learning.