Since 2009, Hong Kong senior school curriculum has been experiencing a shift in teaching and learning which was intended to change the current practice from traditional content-based to generic-skill oriented ones. The challenge for teachers, as highlighted by the Curriculum Development Council (2009), is that "teachers will need to have a wide repertoire of pedagogical strategies to cater for different learning intentions, individual students' needs and learning environments", "apply a pedagogy, old or new, that engages students, supports them to develop thinking and problem-solving skills and enables them to develop life-long learning skills", and "align assessment practice with curriculum change and recognize the wider achievements and abilities of students". In order to understand how beginning teachers perceive this new meaning of pedagogical shift and how they put the concept into practice, the study used case studies to explore the perceptions and actions of pre-service teachers through semi-structured interviews and classroom observations. The results collected were analyzed through the lens of teachers' professional development as highlighted in the literature (Darling-Hammond, 2005; Munby, Russell and Martin, 2001; Shulman and Shulman, 2004). It is expected that the results would help search for teachers' knowledge base of teaching in the new era. Copyright © 2015 The Chinese University of Hong Kong.
|Publication status||Published - Nov 2015|
CitationChan, K. S. (2015, November). The meaning of pedagogy in learning to teach: The professional development of pre-service teachers in the new senior secondary school curriculum change. Paper presented at the第十七屆兩岸三地課程理論研討會：高中課程改革, The Chinese University of Hong Kong, Hong Kong, China.
- Teachers’ professional development
- Learning to teach
- New senior secondary school
- Curriculum reform