Understanding Hong Kong business teachers in action: The case of formulation of teaching strategies

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Abstract

This article examines four categories of teaching strategy used in business classes by a group of 26 secondary school business teachers in Hong Kong, using grounded theoretical coding techniques in the analysis. Each of the teaching categories is illustrated with typical extracts from interviews and is discussed in relation to its effectiveness and the formulation of teaching strategies. The study found that the teachers used varied teaching approaches to develop students?competence, with diverse considerations of influential factors in formulating their teaching strategies. It is recommended that teachers increase their awareness of their teaching approaches in classroom practice, formulate the most effective teaching strategies for their business classes, and develop an open learning space to promote their professional judgment on the formulation of teaching strategies. Copyright © 2009 AJER, the Faculty of Education, and the University of Alberta.
Original languageEnglish
Pages (from-to)212-229
JournalThe Alberta Journal of Educational Research
Volume55
Issue number2
Publication statusPublished - 2009

Citation

Yu, C. W. M. (2009). Understanding Hong Kong business teachers in action: The case of formulation of teaching strategies. The Alberta Journal of Educational Research, 55(2), 212-229.

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