An interdisciplinary subject, liberal studies,was introduced as a compulsory and core subject into theNew Senior Secondary Curriculum in Hong Kong in 2009with the purpose of expanding students’ knowledge baseand increasing their social awareness through investigationinto a variety of issues. However, transforming curricularinnovations into real classroom settings and maintainingthem is a complicated process. This study aimed toinvestigate, during its first round of implementation,teachers’ pedagogical practices in 21 local schools throughin-depth interviews and documentary analysis. The resultsreveal that the school administrators and teachers weremore likely to adapt their teaching approaches and teachingmaterials than their teaching content and assessment. Bothgood practices and examination-oriented practices in theprocess of curriculum implementation were evident in thisstudy. These findings contribute to our understanding of the implementation of an interdisciplinary curriculum inexamination-oriented systems and inform the practitionersof school-based practices of curriculum implementation

• Implementation Matters: Teachers’ Pedagogical Practices Duringthe Implementation of an Interdisciplinary Curriculum in Hong Kong