Pupil-teacher interactions in Hong Kong kindergarten classrooms: Its implications for teachers' professional development

Yuen Ling Joyce LI

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

This research study focused on pupil-teacher interactions in kindergarten classrooms in Hong Kong. Classroom observations of the morning or afternoon sessions of nine kindergarten teachers from three schools were carried out. Teachers, in general, exhibited considerable warmth towards their pupils. Teaching consisted largely of intensive closed questioning and giving instruction that generally involved assigning activities, monitoring students while on task or providing corrective feedback in response to students' errors. When directing discussion, teachers sought to ensure that students offered the required answers. Emphasis was placed on tasks and basic skill activities rather than on helping children to develop learning strategies. It is argued that, to confront and modify the teachers' personal concerns, cognitive dissonance must be induced as a first step in this process of re-orientation. Copyright © 2004 Kluwer Academic Publishers.
Original languageEnglish
Pages (from-to)23-42
JournalLearning Environments Research
Volume7
Issue number1
DOIs
Publication statusPublished - Jan 2004

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Hong Kong
Pupil
kindergarten
pupil
Students
classroom
teacher
interaction
Cognitive Dissonance
cognitive dissonance
kindergarten teacher
student
Teaching
learning strategy
Learning
Feedback
Monitoring
monitoring
instruction
Research

Citation

Li, Y. L. (2004). Pupil-teacher interactions in Hong Kong kindergarten classrooms: Its implications for teachers' professional development. Learning Environments Research, 7(1), 23-42.

Keywords

  • Classroom ethos
  • Early childhood settings
  • Pupil-teacher interactions
  • Teacher development