International Review of Education

, Volume 31, Issue 1, pp 3–18 | Cite as

Teachers' perceptions of the barriers to the implementation of a pedagogic innovation: A South East Asian case study

  • Paul Morris
Main Articles

Abstract

This paper summarizes the results of a study designed to determine why teachers did not use a teaching approach which was recommended by curriculum planners. The study indicated that teachers assessed the innovation with regard to itsefficiency for covering the syllabus, itscongruency with the expectations of significant others and whether its use entailed anyundesirable consequences. Each of these criteria was directly influenced by the overall need to select pupils in Hong Kong, which was manifested in the importance attached to the public examination. These findings are discussed in the light of available models for explaining how teachers react to innovations and with reference to the strategy of curriculum development utilized in Hong Kong.

Keywords

Teaching Approach Curriculum Development Public Examination Pedagogic Innovation Asian Case 

Zusammenfassung

Dieser Bericht faßt die Ergebnisse einer Studie zusammen, deren Sinn es war, herauszufinden, warum ein von Curriculumplannern entworfenes Lehrprogramm von den Lehrern nicht benutzt wurde. Die Studie ergab, daß die Lehrer die Innovation hinsichtlich ihrerWirksamkeit bewerteten, den Lehrplan vollständig zu behandeln, ihrerÜbereinstimmung mit den Erwartungen von anderen maßgeblichen Seiten und ob ihre Anwendung irgendwelcheunerwünschte Folgen mit sich brachte. Jedes dieser Kriterien wurde unmittelbar beeinflußt durch das allgemeine Bedürfnis, in Hong Kong Schüler auszuwählen, was sich aus der Bedeutung, die öffentlichen Prüfungen beigemessen wurde, ergeben hatte. Diese Befunde wurden in Hinblick auf verfügbare Modelle diskutiert. Diese sollten der Klärung der Frage dienen, wie Lehrer auf Innovationen und auf Strategien der Curriculumentwicklung in Hong Kong reagieren.

Résumé

Cet article présente les résultats d'une étude menée pour savoir pourquoi les enseignants n'ont pas fait usage d'une approche d'enseignement recommandée par les planificateurs du curriculum. L'étude a révélé que les enseignants ont évalué l'innovation par rapport à son efficacité à respecter le programme, sa conformité aux attentes des autres, et au fait de savoir si non usage entraînait des conséquences inattendues. Chacun de ces critères a été directement influencé par le besoin général de sélectionner des élèves à Hong Kong, besoin qui se manifestait dans l'importance attachée à l'examen du public. Ces résultats sont examinés en vue de trouver des modèles valables permettant d'expliquer pourquoi les enseignants ont telle ou telle réaction envers les innovations et par rapport à la stratégie de développement du curriculum mise en place à Hong Kong.

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Copyright information

© Martinus Nijhoff Publishers 1985

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  • Paul Morris

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