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ERIC Number: EJ809280
Record Type: Journal
Publication Date: 2007
Pages: 36
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1025-1936
Teachers' Conception of Curriculum Integration: A Problem Hindering Its Implementation in Hong Kong
Yeung, Shirley Sze-Yin; Lam, Chi-Chung
Education Journal, v35 n2 p109-144 2007
Implementing curriculum integration initiatives is far from easy. In Hong Kong, the change has been imposed to schools for more than twenty years. However, experiences show that they were not successfully implemented. To successfully implement such an initiative, teachers have a pivotal part to play. Past research studies have shown that teachers are influenced by their conception. This article reports an in-depth qualitative study on the conception of curriculum integration of seven primary school teachers. The findings indicate that teachers' conception of curriculum integration comprises five dimensions and the conception of Hong Kong primary school teachers is generally confused and conservative. Most participants are still more adhered to or showing more acceptance of a teacher-centered, discipline-based type of teaching and curriculum.
Chinese University of Hong Kong. Room 204 Ho Tim Building, Hong Kong Institute of Educational Research, Sha Tin, New Territories, Hong Kong. Tel: 852-2609-6999; Fax: 852-2603-6850; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong