Understanding Hong Kong Pre-Primary School Teachers' Curriculum Beliefs: A Modified Version of the Curriculum Orientation Inventory

Autor/inn/en	Cheung, Alan C. K.; Keung, Chrysa; Tam, Winnie
Titel	Understanding Hong Kong Pre-Primary School Teachers' Curriculum Beliefs: A Modified Version of the Curriculum Orientation Inventory
Quelle	In: Early Childhood Education Journal, 50 (2022) 6, S.959-968 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cheung, Alan C. K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01211-3
Schlagwörter	Foreign Countries; Preschool Teachers; Teacher Attitudes; Beliefs; Preschool Curriculum; Early Childhood Education; Measures (Individuals); Test Construction; Test Validity; Factor Analysis; Humanism; Cognitive Processes; Technology; Educational Attainment; Developmentally Appropriate Practices; Child Development; Curriculum Development; Teaching Methods; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Belief; Glaube; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Messdaten; Testaufbau; Testvalidität; Faktorenanalyse; Humanismus; Cognitive process; Kognitiver Prozess; Technologie; Bildungsabschluss; Bildungsgut; Entwicklungsbezogene Bildung; Kindesentwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Hongkong
Abstract	In this study, a modified version of the Curriculum Orientation Inventory for Early Childhood Education (COI-ECE) is developed and validated with a sample of 717 in-service teachers from fifty Hong Kong pre-primary schools. Results of confirmatory factor analysis show that the curriculum beliefs of pre-primary school teachers can be conceptualised into four dimensions: humanistic, cognitive process/academic, technological, and social reconstruction orientations. Results also reveal that pre-primary school teachers hold strong humanistic orientation beliefs while cognitive process/academic orientation beliefs are held less strongly. Further analyses by one-way ANOVA tests find that differences in curricular orientation beliefs are related to teachers' educational level and teaching position. This study reaffirms the importance of implementing an integrated developmentally appropriate curriculum in promoting whole-child development in children's early years. The implications for supporting and sustaining teachers' curriculum-based planning and subsequent teaching practices will be discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01