Teachers' experience of secondary education reform in Hong Kong

Yuk Yee Pattie LUK-FONG, Marie BRENNAN

Research output: Contribution to journalArticle

Abstract

This article examines teachers’ experience in relation to the massive top-down but ever-changing education reform initiatives in Hong Kong, where “East meets West” in cultures and identities. A life-narratives approach was used to probe the daily experience of 24 secondary school teachers of different ages, genders, and marital statuses to examine how they translate and implement educational reforms. Excerpts from secondary school teachers’ narratives show that teachers were experiencing a lot of new forms of glocal practices – that is, mixing of both global and local practices (Robertson, 1995) – as new discourses met with Confucian traditions and existing practice in Hong Kong. New discourses included pupil centeredness, learning to learn, lifewide learning in curriculum reforms, and assessment for learning and school-based assessment in assessment reforms; Confucian traditions included teacher-centered pedagogy, emphasis on academic achievement, and high-stakes examinations. Although deeply concerned about difficulties in teaching, many teachers love teaching and working with students. Analysis of their stories revealed that teachers’ experiences were complex and multifaceted; teachers saw tensions and opportunities in the reforms and serious challenges to their roles. Implications for policy makers, researchers, and teachers are discussed. Copyright © 2010 Rowman & Littlefield Education.
Original languageEnglish
Pages (from-to)128-153
JournalInternational Journal of Educational Reform
Volume19
Issue number2
Publication statusPublished - 2010

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secondary education
Hong Kong
reform
teacher
experience
secondary school teacher
learning
narrative
discourse
educational reform
Teaching
marital status
academic achievement
love
pupil
education
curriculum
examination
gender
school

Citation

Luk-Fong, P. Y. Y., & Brennan, M. (2010). Teachers' experience of secondary education reform in Hong Kong. International Journal of Educational Reform, 19(2), 128-153.