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School-based curriculum development as reflective practice: a case study in Hong Kong

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journal contribution
posted on 2023-09-22, 13:44 authored by S Yuen, H Boulton, Tina ByromTina Byrom
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.

History

School

  • University Academic and Administrative Support

Published in

Curriculum Perspectives

Volume

38

Issue

1

Pages

15 - 25

Publisher

Springer

Version

  • VoR (Version of Record)

Rights holder

© The Author(s)

Publisher statement

This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

Acceptance date

2017-12-14

Publication date

2018-02-19

Copyright date

2018

ISSN

0159-7868

eISSN

2367-1793

Language

  • en

Depositor

Dr Tina Byrom. Deposit date: 11 September 2023

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