Perceptions of Hong Kong secondary school teachers on effective pedagogical practices for curriculum reform
A multi-group analysis
Bibliographic Data
| ID | 21484967 |
|---|---|
| Authors | Chrysa Keung (0000-0002-5072-4002, Department of Education Policy and Leadership, The Education University of Hong Kong, HKSAR, China), Alan Cheung (0000-0002-9013-1586, Department of Educational Administration and Policy, Faculty of Education, The Chinese University of Hong Kong, HKSAR, China, corresponding author), Barley Mak (0000-0002-7011-8114, Chinese University of Hong Kong), Barley S Y Mak (United College, The Chinese University of Hong Kong, HKSAR, China), Winnie Wing Yi Tam (Chinese University of Hong Kong) |
| Year | 2023 |
| Volume | 43 |
| Issue | 3 |
| Pages | 882-894 |
| Publication date | 2023-07-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Asia Pacific Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0218-8791 • E-ISSN: 1742-6855 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02188791.2021.1988901 |
| OpenAlex | W3206470090 |
| Language | EN |
| Citations received | 1 |
| References cited | 32 |
This study examined the perceptions of two groups of teachers, namely Secondary 3 and Secondary 6, regarding effective pedagogical practices in relation to curriculum reform. A total of 1,215 teachers from 91 secondary schools participated in the study. Collaborative inquiry, instructional strategy and catering for learner diversity were conceived as the three most effective pedagogical practices for implementation of the reforms while seven perceived student learning outcomes were also identified. Further multi-group analyses supported invariance between the two teacher groups in their perceptions of student learning when applying the three pedagogical practices in the classrooms. Results of path analyses revealed that Secondary 6 teachers viewed collaborative inquiry as having a significant effect on all aspects of student learning, but such impacts were not seen as very likely in the view of Secondary 3 teachers. On the contrary, Secondary 3 teachers conceived instructional strategy as the most effective way to enhance student learning. Catering for learner diversity had a positive association with various aspects of student learning in the view of both teacher groups. The study concludes with the implication for enhancing professional development of teachers
Curriculum · Mathematics education · Pedagogy · Perception · School teachers · Sociology · Teaching method · Collaborative Teaching and Inclusion · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
Creating Effective Teaching and Learning Environments
Four Ages of Professionalism and Professional Learning
Teacher collaboration
Professional Development and Teacher Change
A review of research on the impact of professional learning communities on teaching practice and student learning
Cutoff criteria for fit indexes in covariance structure analysis
Effective Teacher Professional Development
Testing Configural, Metric, Scalar, and Latent Mean Invariance Across Genders in Sociotropy and Autonomy Using a Non-Western Sample
Methods of coping with social desirability bias
Testing for Factorial Invariance in the Context of Construct Validation
Teachers’ discourse during cooperative learning and their perceptions of this pedagogical practice
Collaborative inquiry in teacher professional development
Evaluating teachers’ professional development initiatives
Professional Development and Teacher Learning
What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation
Significance tests and goodness of fit in the analysis of covariance structures
What happens if we compare chopsticks with forks? The impact of making inappropriate comparisons in cross-cultural research
Linking teacher and student learning to improve professional development in systemic reform
Principles and Practice of Structural Equation Modeling
Teacher professional development in Teaching and Teacher Education over ten years
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |