Supporting the kindergarten–primary school transition in Hong Kong: reform in a teacher training programme

ABSTRACT

The conflicting education values in Hong Kong kindergartens and primary schools pose various challenges to kindergarten teachers in providing pupils with a smooth transition to primary school which requires collaboration from schools and families. This study explored these challenges as well as the benefits of a professional teacher training programme. In-service teachers (N = 35) and tutors (N = 2) engaged in the module ‘The Social and Emotional Aspects of Teaching and Learning’ participated in this study. The trainees’ weekly reflective journals throughout the 22-week module were subjected to documentation analysis. Group interviews with the in-service teachers and individual interviews with the tutors were conducted on completion of the module. Findings reveal a gap between teacher training and providing pastoral care for pupils through supporting the social and emotional aspects of their families in Hong Kong, and indicated that traditional beliefs associated with the teaching profession should be widened. Meanwhile, counselling knowledge and skills should be contextualised and integrated into teacher training programmes.

KEYWORDS:

• School transition
• teacher training programme
• early childhood education
• social and emotional development
• counselling

Acknowledgements

The authors thank the participants of the study for taking time to respond to the questionnaire. I would also like to extend our special thanks to Li Ka Shing Institute of Professional and Continuing Education, Open University of Hong Kong.

Disclosure statement

No potential conflict of interest was reported by the author.