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ERIC Number: EJ924361
Record Type: Journal
Publication Date: 2004-Jan
Pages: 20
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1387-1579
Pupil-Teacher Interactions in Hong Kong Kindergarten Classrooms--Its Implications for Teachers' Professional Development
Li, Yuen Ling
Learning Environments Research, v7 n1 p23-42 Jan 2004
This research study focused on pupil-teacher interactions in kindergarten classrooms in Hong Kong. Classroom observations of the morning or afternoon sessions of nine kindergarten teachers from three schools were carried out. Teachers, in general, exhibited considerable warmth towards their pupils. Teaching consisted largely of intensive "closed" questioning and giving instruction that generally involved assigning activities, monitoring students while on task or providing corrective feedback in response to students' errors. When directing discussion, teachers sought to ensure that students offered the required answers. Emphasis was placed on tasks and basic skill activities rather than on helping children to develop learning strategies. It is argued that, to confront and modify the teachers' personal concerns, cognitive dissonance must be induced as a first step in this process of re-orientation.
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong