New Horizons in Education

Abstract

Background: School-based curriculum development (SBCD) is one of the strategies of the educational reform of Hong Kong launched in the 21^st century. It is introduced in the new secondary Chinese language curriculum. The rationale and curriculum framework of SBCD are laid down in official documents.

Aims: This study aimed to reveal teachers’ responses to this educational change.

Sample: Three teachers were selected as informants based on purposive sample. They came from schools namely band 1, 2 and 3, with different students’ level of academic standard.

Method: Data were collected through semi-structured interviews and classroom observations.

Results: The results of this study found that support from central authorities to teachers had been insufficient. The three teachers were governed by their beliefs in coping with this policy requirement. Teacher A led his colleagues to design their own school-based curriculum without following the official framework. Teacher B took part in “seed project” organized by Curriculum Development Institute to develop teaching materials. Teacher C still adopted textbook for teaching as before and simply ignored the policy.

Conclusion: It is essential for curriculum developers to strengthen their support to teachers, such as providing in-service training programme for teachers to change their beliefs and acquire new knowledge and method to design school-based curriculum. Curriculum development officers should also visit schools regularly to assist with the development of school-based curriculum.

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