Teachers’ pedagogical interactions as linked to personal beliefs and profiles

a mixed-methods study in Hong Kong kindergartens

Zhi Yu Li, Weipeng Yang, Philip Li

    Research output: Contribution to journalArticle

    3 Citations (Scopus)

    Abstract

    Hong Kong has launched reforms to advocate child-centred pedagogies in kindergartens since 2000. This study examined the actual pedagogical interactions in eight kindergarten classrooms via videotaped observations. The teachers were surveyed before the observation and interviewed after receiving the observational report. Evidence revealed that the Hong Kong teachers used various scaffolding strategies to maintain a reciprocal interaction, and teacher-directed instruction dominated the pedagogical interactions. Most teachers had a positive attitude towards teacher–child interactions, yet traditional beliefs persisted. Teachers’ pedagogical interactions were associated with their age, years of teaching experience and educational level, but not with the age group they taught.
    Original languageEnglish
    Pages (from-to)366-381
    Number of pages16
    JournalInternational Journal of Early Years Education
    Volume28
    Issue number4
    Early online date5 Jun 2020
    DOIs
    Publication statusPublished - Dec 2020

    Keywords

    • pedagogical interaction
    • Hong Kong kindergartens
    • teachers’ beliefs and practices
    • influential factors
    • video analysis

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