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

Research output: Contribution to conferencePaper

Abstract

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.
Original languageEnglish
Publication statusPublished - 2005

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Hong Kong
constructivism
curriculum development
Teaching
teacher
authenticity
educational program
learning
primary school
learning process
education
continuity
leader
curriculum
questionnaire
interview
evaluation
Group
student

Citation

Lam, B. H. (2005, April). Experimenting constructivist teaching in an in-service teacher education program in Hong Kong. Paper presented at the Annual Meeting of American Educational Research Association: Demography and Democracy in the Era of Accountability, Montréal, Quebec.

Keywords

  • Teacher Education and Professional Development