The negotiated project-based learning: understanding the views and practice of kindergarten teachers about the implementation of project learning in Hong Kong

Yuen Ling Joyce LI

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

A global trend towards formulation of curriculum has emerged over the past decade. The concepts of project approach have aroused growing attention, and many literatures have indicated its benefits to children. It is believed that to achieve these potential benefits of project learning, teachers needed to formulate a curriculum that follows the interests of children, to design appropriate activities, to build a good relationship with children and help them in the process of learning. The study revealed that teachers were positive towards the impact of project learning on children’s experience but fell back to a traditional way of implementing curriculum. Copyright © 2012 ASPE.
Original languageEnglish
Pages (from-to)473-486
JournalEducation 3–13
Volume40
Issue number5
DOIs
Publication statusPublished - Nov 2012

Fingerprint

kindergarten teacher
Hong Kong
curriculum
learning
teacher
trend
experience

Citation

Li, Y.-l. (2012). The negotiated project-based learning: understanding the views and practice of kindergarten teachers about the implementation of project learning in Hong Kong. Education 3–13, 40(5), 473-486.

Keywords

  • Curriculum innovations
  • Project learning
  • Early childhood curriculum
  • Teacher belief