Pupil-Teacher Interactions in Hong Kong Kindergarten Classrooms – Its Implications for Teachers' Professional Development

Author： Li Yuen Ling

Publisher： Springer Publishing Company

ISSN： 1387-1579

Source： Learning Environments Research, Vol.7, Iss.1, 2004-01, pp. : 23-42

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Abstract

This research study focused on pupil-teacher interactions in kindergarten classrooms in Hong Kong. Classroom observations of the morning or afternoon sessions of nine kindergarten teachers from three schools were carried out. Teachers, in general, exhibited considerable warmth towards their pupils. Teaching consisted largely of intensive ‘closed’ questioning and giving instruction that generally involved assigning activities, monitoring students while on task or providing corrective feedback in response to students' errors. When directing discussion, teachers sought to ensure that students offered the required answers. Emphasis was placed on tasks and basic skill activities rather than on helping children to develop learning strategies. It is argued that, to confront and modify the teachers' personal concerns, cognitive dissonance must be induced as a first step in this process of re-orientation.