They believe it but can't do it: a multiple case study of early visual arts education in Hong Kong kindergarten

Abstract

The educational authorities of Hong Kong have been promoting holistic development and all-rounded education for young children since the millennium education reform in 2000. Arts, one of the learning domains highlighted by the Guide to Preprimary Curriculum (GPC), is not included in local teacher education program. Therefore, a multiple case study of 6 classrooms is conducted to understand how Hong Kong kindergarten teachers conceptually view and really practice early visual arts education in their classrooms. Altogether 32 teachers working in full-day and half-day kindergarten were involved. A triangulation of surveys, interviews and observations was established to understand the teachers' beliefs and practices. The results indicated that most of the teachers reported a positive belief towards the knowledge, implementation, and value of visual arts education to young children. However, a remarkable belief-practice gap was also found, as the observed practices were contradicting their reported beliefs. This study implies the untrained kindergarten teachers in Hong Kong encountered difficulties in implementing early visual arts education, which should be included in local teacher education programs.