2007．第35卷第2期（Vol. 35 No. 2）．pp. 109144
Teachers’ Conception of Curriculum Integration: A Problem Hindering Its Implementation in Hong Kong
Shirley Sze-Yin YEUNG & Chi-Chung LAM（楊思賢、林智中）
Implementing curriculum integration initiatives is far from easy. In Hong Kong, the change has been imposed to schools for more than twenty years. However, experiences show that they were not successfully implemented. To successfully implement such an initiative, teachers have a pivotal part to play. Past research studies have shown that teachers are influenced by their conception. This article reports an in-depth qualitative study on the conception of curriculum integration of seven primary school teachers. The findings indicate that teachers’ conception of curriculum integration comprises five dimensions and the conception of Hong Kong primary school teachers is generally confused and conservative. Most participants are still more adhered to or showing more acceptance of a teacher-centered, discipline-based type of teaching and curriculum.