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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Bibliographic Details
Main Authors: S Yuen, H Boulton, Tina Byrom
Format: Default Article
Published: 2018
Subjects:
Curriculum and pedagogy
Sociology
School-based curriculum development
Artistry in teaching
Hong Kong
Teacher attitude
Online Access:https://hdl.handle.net/2134/24118488.v1
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https://hdl.handle.net/2134/24118488.v1

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