This paper reports the perceptions of school principals, English panel chairpersons and English teachers of the new senior secondary curriculum (NSSC) in English Key Learning Area (KLA) in Hong Kong. Findings of recent research have reported dilemmas and challenges faced by school administrators and frontline teachers in undergoing curriculum change in areas of management of change, teachers' receptivity to and their readiness for the change and collaboration among the stakeholders. Drawing on these research findings the analysis of this paper focuses on whether such dilemmas and challenges exist in the enactment of change in the NSSC and the extent to which they are resolved. Using qualitative research procedures such as semi-focused interviews and lesson observations four key questions were addressed: the school personnel's understanding of the changes in the NSSC; the extent they feel they can implement the new curriculum; factors encouraging/constraining implementation; and the possible effects of change on schools. The findings show that though challenges exist in addressing the four areas, they demonstrate principals' and teachers' support for curriculum change.
|Published - Jun 2009
CitationLi, B. (2009, June). New senior secondary curriculum for the English language education key learning area: Perceptions of school personnel. Paper presented at the Redesigning Pedagogy International Conference: Designing New Learning Contexts for a Globalising World, National Institute of Education, Nanyang Technological University, Singapore.
- Curriculum design/reform