Rethinking curriculum and pedagogy: Implications for kindergarten teacher's personality types

Yau Ho Paul WONG

Research output: Contribution to journalArticle

Abstract

The relationship between curriculum and pedagogy is received less attention by educators. I propose that teachers' pedagogy acts as the mediator in the relationship between curriculum and children's learning outcomes. In particular, teachers' pedagogical styles such as instructional and learning styles are direct reflections of their personality characteristics. In other words, teachers' personality characteristics are implicit factors that contribute to an effective school curriculum. A pilot study shows that most kindergarten teachers are sensing types that prefer details and feel uncomfortable to the changes in school. Implications for early childhood education practitioners to consider the effects of teachers' personality on pedagogy are discussed. Copyright © 2008 The Hong Kong Institute of Education.
Original languageEnglish
Pages (from-to)38-41
JournalHong Kong Journal of Early Childhood
Volume7
Issue number2
Publication statusPublished - Nov 2008

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kindergarten teacher
personality
curriculum
teacher
school
learning
childhood
educator
education

Citation

Wong, Y. H. P. (2008). Rethinking curriculum and pedagogy: Implications for kindergarten teacher's personality types. Hong Kong Journal of Early Childhood, 7(2), 38-41.