Primary pre-service teachers’ beliefs about developing future-ready learners: A qualitative inquiry in Hong Kong

Lucas Mathias Alfred KOHNKE, Meilin JIANG, Di ZOU, Nga-In WU, Keith Lap Kei LEE

Research output: Contribution to journalArticlespeer-review

1 Citation (Scopus)

Abstract

This study explores the readiness of pre-service primary school teachers in Hong Kong to develop future-ready learners. Societal advances require the education sector to continuously update curricula to prepare young people for the future. Schools must equip students with the flexibility to use technologies that have not yet been invented and solve unanticipated problems. In this qualitative study, we analysed the perceptions of 15 pre-service primary school English language teachers at a university in Hong Kong. The study focused on the knowledge and learning environment necessary for developing future-ready learners. Via semi-structured interviews, the findings revealed that the participants believed it is essential to integrate technology into classrooms to address future digital literacy needs. They also noted that students must develop critical thinking skills, problem-solving skills, and soft skills to succeed in the future. The findings also suggest that teachers need to be innovative and adaptable in their pedagogical approaches as the existing primary school curriculum is not cultivating learners’ future-readiness. Copyright © 2023 National Institute of Education, Singapore.

Original languageEnglish
Pages (from-to)743-758
JournalAsia Pacific Journal of Education
Volume43
Issue number3
Early online dateSept 2023
DOIs
Publication statusPublished - 2023

Citation

Kohnke, L., Jiang, M., Zou, D., Wu, N.-I., & Lee, K. L. K. (2023). Primary pre-service teachers’ beliefs about developing future-ready learners: A qualitative inquiry in Hong Kong. Asia Pacific Journal of Education, 43(3), 743-758. https://doi.org/10.1080/02188791.2023.2231646

Keywords

  • Future-ready
  • Learners
  • Teachers
  • ICT
  • Primary

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