Understanding the Pedagogical Interaction in Hong Kong Kindergartens: A Mixed-Method Approach

• In Event: 1-033 - A Cross-Societal Comparison of Teacher-Child Interaction in Hong Kong, Shenzhen and Singapore Early Childhood Classrooms

Integrative Statement

Pedagogical interaction is a fundamental component in early childhood teaching and learning. Hong Kong Education Bureau has launched a new round of early childhood educational reforms in 2001. One of the main goals is to improve the pedagogical quality in kindergartens. However, very few studies have explored kindergarten teachers’ pedagogical interaction in Hong Kong, as there was a lack of effective instruments. Accordingly, this research aims at investigating Chinese teachers’ pedagogical interaction with children during learning activities, using the Cam-UNAM Scheme for Educational Dialogue Analysis (SEDA).

Four kindergartens were recruited using stratified random sampling. Videotaped classroom observations were conducted in one K2 (4-year-old) and one K3 (5-year-old) classroom in each school, and the class teachers were invited to participate in an audiotaped semi-structured interview and questionnaire survey. All the qualitative data were transcribed. There were 44 videoclips, eight interview transcriptions and eight sets of questionnaires in total. Researcher coded the videoclips by using SEDA and highlighted the main points regarding to two areas (teachers’ beliefs and obstacles encountered in pedagogical interactions) in those interview transcriptions. And the survey data and interview data were then examined using Statistical Product and Service Solution (SPSS).

This study revealed that (1) most of the teachers had positive attitude towards teacher-child interactions, yet traditional Chinese pedagogical beliefs persisted; (2) the teachers used different scaffolding strategies to maintain a reciprocal and constructive interaction; however, teacher-directed instruction still occurred in their dialogues; (3) the teachers’ pedagogical interactions were related to their age, years of teaching experience, educational level, and class level that they were working in; and (4) the learning environment is positively associated with teachers’ pedagogical interaction.

The findings suggested that Hong Kong kindergarten teachers tended to accept the idea of child-centeredness, but kept to the traditional teaching style in their actual practices. The more working experiences, the more traditional. Furthermore, the belief-practice gap and policy-practice gap are also observed, which means that the national policy and individual beliefs were not put into practice. The policymakers and teacher educators need to reflect on the pedagogical reform and to improve the teacher education programs. Accordingly, relevant professional development programs should be provided for building a stronger belief, implementing suitable school-based approaches, and equipping them with effective pedagogical knowledge that is culturally and contextually appropriate. Implications for policymaking and future research will also be discussed.

Authors

• Zhi Yu Li, The University of Hong Kong
  Presenting Author

• Weipeng Yang, Singapore University of Social Sciences
  Non-Presenting Author

• Hui Li, Macquarie University
  Non-Presenting Author