Understanding the pedagogical interaction in Hong Kong kindergartens : a mixed-method approach

Abstract

Pedagogical interaction is a fundamental component in early childhood teaching and learning. Hong Kong Education Bureau has launched a new round of early childhood educational reforms in the 21st century. One of the main goals behind the reforms is to improve the pedagogical quality in kindergartens. However, there are few studies that focus on the issue of kindergarten teachers’ pedagogical interaction in Hong Kong. Against the background of quality improvement and pedagogical reforms, this research aims at investigating their pedagogical interaction with children during learning activities, and its relationship with teachers’ personal characteristics and learning environment. By applying stratified random sampling, a total of four kindergartens were randomly chosen. Videotaped classroom observations were conducted in one K2 and one K3 classroom in each school, and the respective class teachers were invited to participate in an audiotaped semi-structured interview and questionnaire survey. This study revealed that (1) most of the teachers had positive attitude towards teacher-child interactions, yet traditional Chinese pedagogical beliefs persisted; (2) teachers used different scaffolding strategies to maintain a reciprocal and constructive interaction; however, teacher-directed instruction still occurred in their dialogues; (3) teachers’ pedagogical interactions were related to their age, class level that they were working in, years of teaching experience, and educational level; (4) the learning environment is positively associated with teachers’ pedagogical interaction. The findings suggested that Hong Kong kindergarten teachers somehow accepted the idea of child-centeredness, but traditional teaching style is deeply rooted in their actual practices, especially for those teachers with more working experiences. Thus, relevant professional development programmes should be provided for building a stronger belief, striking a balance between child-centered and teacher-directed approaches, as well as equipping them with effective pedagogical knowledge like 3CAPs. Implications for policymaking and future research were also discussed.