Abstract:

A new core subject in the New Senior Secondary (NSS) curriculum — Liberal Studies (LS) — was implemented in September 2009 in Hong Kong. Issue-enquiry, a new teaching and learning approach, was recommended by the curriculum document to be adopted in the subject. Throughout the enquiry process, students should take the initiative to acquire a relatively comprehensive understanding of the issues while teachers should act as facilitators. This approach requires a breakthrough to both teachers and students who are used to didactic mode of teaching. This article, with qualitative data from in-depth interviews with 12 NSS LS teachers, examines how teachers perceive and learn this new approach, and investigates how their prior knowledge, experiences and beliefs influence its implementation. Analysis of the data reveals that only few teachers adopted issue-enquiry approach in their classrooms. The hindrance to its implementation includes inadequacy to respective content and pedagogical content knowledge, teachers’ teaching and learning experience under didactic approach, and violation of their teaching beliefs. Implications of this study for the future successful implementation of issue-enquiry are discussed.  

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