Teachers' conception of curriculum integration: A problem hindering its implementation in Hong Kong

Sze Yin Shirley YEUNG, Chi Chung LAM

Research output: Contribution to journalArticle

Abstract

Implementing curriculum integration initiatives is far from easy. In Hong Kong, the change has been imposed to schools for more than twenty years. However, experiences show that they were not successfully implemented. To successfully implement such an initiative, teachers have a pivotal part to play. Past research studies have shown that teachers are influenced by their conception. This article reports an in-depth qualitative study on the conception of curriculum integration of seven primary school teachers. The findings indicate that teachers’ conception of curriculum integration comprises five dimensions and the conception of Hong Kong primary school teachers is generally confused and conservative. Most participants are still more adhered to or showing more acceptance of a teacher-centered, discipline-based type of teaching and curriculum. Copyright © 2007 The Chinese University of Hong Kong.
Original languageEnglish
Pages (from-to)109-144
JournalEducation Journal
Volume35
Issue number2
Publication statusPublished - Dec 2007

Citation

Yeung, S. S.-Y., & Lam, C.-C. (2007). Teachers' conception of curriculum integration: A problem hindering its implementation in Hong Kong. Education Journal, 35(2), 109-144.

Keywords

  • Primary Education
  • Alt. title: 教師的課程統整觀:實施課程統整的障礙

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