Teacher Concerns about Curriculum Reform: The Case of Project Learning

LEUNG Wai Lun Anthony
June 2008
Asia-Pacific Education Researcher (De La Salle University Manila;Jun2008, Vol. 17 Issue 1, p75
Academic Journal
Project Learning has been highlighted as one of the four Key Tasks in the "Learning to Learn" curriculum reform introduced by the Hong Kong Curriculum Development Council (CDC) in 2001. Project Learning is a powerful learning and teaching strategy to help students learn how to learn by acquiring and constructing knowledge, and developing various important generic skills through a variety of learning experiences. Students need to be given appropriate guidance and feedback by teachers during and after the learning process. Therefore, it is critical to study the curriculum that has been planned, how it has been implemented and what the teachers' concerns are. In describing or measuring curriculum implementation, Marsh (19971 and Marsh & Willis (2007) have suggested the use of Stages of Concern Questionnaire (SoCQ), which is an assessment instrument adapted from the Concerns-Based Adoption Model (CBAM) (Hall, George & Rutterford, 1986), for assessing teachers' feelings as they become involved in implementing an innovation, in Hong Kong, the CDC (2002) has highlighted some key issues for the implementation of Project Learning in the Basic Education Curriculum Guide (3A). In sum, this study discusses how teachers view Project Learning, how it is integrated into the curriculum and the concerns that teachers have about it with reference to the SoCQ and the Basic Education Curriculum Guide. Finally, recommendations on issues about curriculum reform and policy outcomes regarding Project Learning based on teachers' concerns are put forward. The findings of the study will also provide useful references for other countries or regions implementing curriculum reform and project approach.


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