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School-based curriculum development as reflective practice: a case study in Hong Kong
This paper examines a school-based curriculum development (SBCD) experience in Hong Kong. Traditionally, curriculum change in Hong Kong has normally been bureaucratic with teachers’ actions monitored. This qualitative case study investigates the lived experience of an SBCD practice. Semi-structured...
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| Main Authors: | , , |
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| Format: | Default Article |
| Published: |
2018
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| Subjects: | |
| Online Access: | https://hdl.handle.net/2134/24118488.v1 |
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| Summary: | This paper examines a school-based curriculum development (SBCD) experience in Hong Kong. Traditionally, curriculum change in Hong Kong has normally been bureaucratic with teachers’ actions monitored. This qualitative case study investigates the lived experience of an SBCD practice. Semi-structured interviews were utilized to examine teachers’ perceptions of the reflective SBCD experience in their school and what adaptations they had made when delivering the school-based materials. The findings identified that all teachers held a positive attitude towards this reflective approach to SBCD and emphasized artistry in their teaching practice. Teachers also exercised discretion in response to their students’ level and interests when implementing the school-based curriculum at the classroom level. This research concludes that a reflective approach to curriculum planning with a bottom-up implementation can empower teachers reflecting their creativity, artistry, knowledge of the subject and related pedagogy, and knowledge of their students. The findings of this case study thus contrast sharply with previous research relating to Hong Kong government-led SBCD programs which focus more on meeting the requirements of the intended curriculum than on personalizing the curriculum to meet to learners’ needs. |
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