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.
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.
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.
This paper contributes to the under-researched area of curriculum gaps and (mis)alignments in Hong Kong’s LS curriculum reform.
