The role of context in teachers’ concerns about the implementation of an innovative curriculum

Ping Wai KWOK

Research output: Contribution to journalArticles

16 Citations (Scopus)

Abstract

This study examined teachers’ concerns about the introduction of Liberal Studies, a new interdisciplinary subject for all senior secondary students in Hong Kong. A modified version of the Stages of Concern questionnaire and follow-up interviews were used to collect responses from teachers, who showed serious concern in all six stages: Informational, Personal, Management, Consequence, Collaboration and Refocusing. The findings differed from the description offered by the Concerns Based Adoption Model. It is suggested that contextual factors (school administration, the nature of innovation and culture) must be taken into account in evaluating teachers’ concerns about an innovation. Copyright © 2014 Published by Elsevier Ltd.
Original languageEnglish
Pages (from-to)44-55
JournalTeaching and Teacher Education
Volume38
Early online dateDec 2013
DOIs
Publication statusPublished - 2014

Citation

Kwok, P.-W. (2014). The role of context in teachers’ concerns about the implementation of an innovative curriculum. Teaching and Teacher Education, 38, 44–55.

Keywords

  • Teachers' concerns
  • CBAM
  • Liberal studies
  • Secondary education

Fingerprint Dive into the research topics of 'The role of context in teachers’ concerns about the implementation of an innovative curriculum'. Together they form a unique fingerprint.