School-based curriculum development as reflective practice: a case study in Hong Kong

This paper examines a school-based curriculum development (SBCD) experience in Hong Kong. Traditionally, curriculum change in Hong Kong has normally been bureaucratic with teachers’ actions monitored. This qualitative case study investigates the lived experience of an SBCD practice. Semi-structured interviews were utilized to examine teachers’ perceptions of the reflective SBCD experience in their school and what adaptations they had made when...