Understanding Hong Kong pre-primary school teachers’ curriculum beliefs: A modified version of the Curriculum Orientation Inventory

Alan C. K. CHEUNG, Pui Chi Chrysa KEUNG, Winnie TAM

Research output: Contribution to journalArticlespeer-review

Abstract

In this study, a modified version of the Curriculum Orientation Inventory for Early Childhood Education (COI-ECE) is developed and validated with a sample of 717 in-service teachers from fifty Hong Kong pre-primary schools. Results of confirmatory factor analysis show that the curriculum beliefs of pre-primary school teachers can be conceptualised into four dimensions: humanistic, cognitive process/academic, technological, and social reconstruction orientations. Results also reveal that pre-primary school teachers hold strong humanistic orientation beliefs while cognitive process/academic orientation beliefs are held less strongly. Further analyses by one-way ANOVA tests find that differences in curricular orientation beliefs are related to teachers’ educational level and teaching position. This study reaffirms the importance of implementing an integrated developmentally appropriate curriculum in promoting whole-child development in children’s early years. The implications for supporting and sustaining teachers’ curriculum-based planning and subsequent teaching practices will be discussed. Copyright © 2021 The Author(s), under exclusive licence to Springer Nature B.V.
Original languageEnglish
JournalEarly Childhood Education Journal
Early online date02 Jul 2021
DOIs
Publication statusE-pub ahead of print - 02 Jul 2021

Citation

Cheung, A. C. K., Keung, C., & Tam, W. (2021). Understanding Hong Kong pre-primary school teachers’ curriculum beliefs: A modified version of the Curriculum Orientation Inventory. Early Childhood Education Journal. Advance online publication. doi: 10.1007/s10643-021-01211-3

Keywords

  • Curriculum beliefs
  • Pre-primary education
  • In-service teachers
  • Integrated curriculum
  • Curriculum Orientation Inventory

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