The Target-Oriented Curriculum (TOC) is currently a major component of the Hong Kong school curriculum at the primary level. Given the central role of the teacher in all curriculum renewal initiatives, teachers’ professional competencies for TOC are a key factor affecting its implementation. This study, deriving from a large-scale Education Department commissioned research project, focuses on primary school teachers’ professional competencies for the implementation of TOC in the subjects of Chinese, English, and Mathematics. Teachers’ professional competencies are analyzed from two different perspective: that of teachers implementing the new curriculum; and from the standpoint of teacher educators involved in TOC teacher education. Data was collected through questionnaires, semi-structured interviews, and classroom observation. Triangulation via these three different research tools and from the dual perspectives of teachers and teacher educators enables a multi-faceted picture of professional competencies for TOC to be developed. From this analysis, implications are drawn for teacher education needs related to TOC and also wider issues of teacher development, curriculum change, and school-university partnerships. Copyright © 2000 The Hong Kong Institute of Education.
|Title of host publication||Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century|
|Place of Publication||Hong Kong|
|Publisher||Hong Kong Institute of Education|
|Publication status||Published - 2000|