TY  - JOUR
AB  - Purpose The purpose of this paper is to analyze the complex, intricate relationships between the central (intended) curriculum, teachers’ perceived curriculums, and the enacted/assessed curriculum in classroom contexts. To do this, the authors have used Hong Kong’s new core senior-secondary liberal studies (LS) curriculum as a case study, with a special focus on its key pedagogical component – inquiry teaching/learning.Design/methodology/approach This study’s objects are two teachers (from two local schools), each with a LS teacher’s education. Documentary analysis, lesson observation, and focus interviews were used to triangulate data for interpretation and analysis.Findings The findings illuminate: how LS teachers’ perceptions of inquiry teaching/learning relate to and align with the advocacy embodied in the intended curriculum, the relationships between teachers’ perceptions and practices of inquiry learning and teaching, and how this aspect of the intended curriculum reform can be made more relevant to the classroom context.Originality/value This paper contributes to the under-researched area of curriculum gaps and (mis)alignments in Hong Kong’s LS curriculum reform.
VL  - 6
IS  - 1
SN  - 2046-3162
DO  - 10.1108/AEDS-03-2016-0023
UR  - https://doi.org/10.1108/AEDS-03-2016-0023
AU  - Lo Joe Tin-yau
AU  - Cheng Irene Nga-yee
AU  - Wong Emmy Man-yee
PY  - 2017
Y1  - 2017/01/01
TI  - Hong Kong’s curriculum reform: intentions, perceptions and practices
T2  - Asian Education and Development Studies
PB  - Emerald Publishing Limited
SP  - 95
EP  - 106
Y2  - 2024/04/18
ER  -