An interdisciplinary subject, liberal studies,
was introduced as a compulsory and core subject into the
New Senior Secondary Curriculum in Hong Kong in 2009
with the purpose of expanding students’ knowledge base
and increasing their social awareness through investigation
into a variety of issues. However, transforming curricular
innovations into real classroom settings and maintaining
them is a complicated process. This study aimed to
investigate, during its first round of implementation,
teachers’ pedagogical practices in 21 local schools through
in-depth interviews and documentary analysis. The results
reveal that the school administrators and teachers were
more likely to adapt their teaching approaches and teaching
materials than their teaching content and assessment. Both
good practices and examination-oriented practices in the
process of curriculum implementation were evident in this
study. These findings contribute to our understanding of the
implementation of an interdisciplinary curriculum in
examination-oriented systems and inform the practitioners
of school-based practices of curriculum implementation.

EB00000002506K

Available

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