Transforming struggling reform implementers into effectual reform agents: Hong Kong preschool teachers’ voices

Po Chi Pansy TAM, Chunrong SUN

Research output: Contribution to journalArticlespeer-review

Abstract

Hong Kong preschool teachers have long been portrayed as ineffective reform implementers entrenched in the Confucian educational practices. This study, conducted in an award-winning drama partnership, solicits nineteen teachers’ voices on their first-hand experiences in using process drama for curriculum and pedagogical innovation. Based on Bakhtin’s voice theory and thematic analysis, the study identifies various kinds of teacher-reported benefits of this western educational borrowing, ranging from teaching capacity building, perceptual changes concerning childhood and teachers’ role, to personal wellbeing enhancement. Unlike previous studies, these findings represent teachers as effective implementers of process drama and active agents of education reform. Copyright © 2021 American Alliance for Theatre and Education.
Original languageEnglish
Pages (from-to)141-154
JournalYouth Theatre Journal
Volume35
Issue number1-2
Early online date28 May 2021
DOIs
Publication statusPublished - 2021

Citation

Tam, P. C., & Sun, C. (2021). Transforming struggling reform implementers into effectual reform agents: Hong Kong preschool teachers’ voices. Youth Theatre Journal, 35(1-2), 141-154. doi: 10.1080/08929092.2021.1919265

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