What makes a good kindergarten teacher? A pilot interview study in Hong Kong

Yuen Ling Joyce LI

Research output: Contribution to journalArticles

16 Citations (Scopus)

Abstract

The present study was aimed at investigating the perception of teaching and learning of kindergarten teachers in Hong Kong. Despite the philosophical vision of early childhood education, a firm traditional kind of instruction, with emphasis on planning, preparation and external judgment, was perceived as an important indicator for good teaching. Moreover, teachers tended to focus on and describe their own actions as teachers rather than the actions of pupils. There was a shift from children's agenda to the teacher's agenda. A very different role of the teacher, in contrast to the philosophy of early childhood education, was recorded. The vision of developmentally appropriate early childhood education has not been well acknowledged by kindergarten teachers in Hong Kong. It is argued that challenge to their prior beliefs on teaching and learning will facilitate their future professional development. Copyright © 2003 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)19-31
JournalEarly Child Development and Care
Volume173
Issue number1
DOIs
Publication statusPublished - 2003

Citation

Li, Y. L. (2003). What makes a good kindergarten teacher? A pilot interview study in Hong Kong. Early Child Development and Care, 173(1), 19-31.

Keywords

  • Kindergarten teachers
  • Beliefs about teaching and learning
  • Perceptions of teaching in the Hong Kong context

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