Group Work in Primary Schools in Hong Kong

Abstract

Simply placing pupils in classroom groups and expecting that effective learning will take place has proved naïve – often to the frustration of teachers, pupils and parents. Examples of effective group work in classrooms have been found to positively affect cognitive and curriculum-based achievement and social behaviour of children. But development of interventions to support effective group work must account for a culturally relevant pedagogy, relational development of children, changes in the role of the teacher and flexible use of classroom furnishings and task assignment. This chapter considers the development of effective group work within the Confucian heritage context of Hong Kong primary schools, explains underlying theoretical assumptions and reviews substantive studies – including the introduction of two recent case studies of group work in Hong Kong.