This study aims to investigate the beliefs of Chinese language teachers in Hong Kong and how these beliefs are related to their teaching. Six secondary teachers with teaching experience of 4 to 31 years were studied. They came from schools with high, medium and low quality of student intake. Data were collected from semi-structured interviews and classroom observations. The study finds that there are two predominant belief systems held by teachers. The major differences lie on the beliefs about scopes of teaching, instructional approaches, teaching and learning activities, and roles of teachers and students in classroom. The transmission-oriented teachers support the old Chinese language curriculum that requires the teaching of classical and exemplar texts in great detail. However, the view of the heuristics-oriented teachers is in line with the new curriculum. The results also reveal high degrees of consistency between teachers’ professed beliefs and their teaching practices as well as their expectation on students. The findings of this study suggest that successful curriculum implementation depends on whether teachers agree with the aims and values of the new curriculum.
|Translated title of the contribution||How teaching beliefs of Chinese language teachers influence their teaching practice|
|Original language||Chinese (Traditional)|
|Number of pages||28|
|Journal||Journal of Curriculum Studies (Taiwan)|
|Publication status||Published - Mar 2006|