A Qualitative Inquiry on the Development of Teaching Process Drama Capacities and Sustainable Practices of Hong Kong Kindergarten Teachers
Project Start Year: 2024, Principal Investigator(s): TAM, Po Chi, Pansy
SDGs Information: 4 - Quality Education
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Text Devising in Applied Theatre: A Cross-cultural Perspective
Project Start Year: 2024, Principal Investigator(s): TAM, Po Chi, Pansy
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Constructions of Chinese Childhoods in Participatory Children's Theatre in Hong Kong and Macau
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Project Start Year: 2020, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝
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Integration of Board Games in Early Childhood Teaching and Learning
The project aims to promote both teacher educators and student teachers’ knowledge of using board game as teaching tool to promote children’s learning of English, mathematics and all-round development.
Project Start Year: 2020, Principal Investigator(s): TAM, Po Chi, Pansy
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Using Multisensory Drama for Teaching Children with Diverse Needs
This project is funded by FEHD's Teaching Grant of Innovative Teaching (Beyond e-Learning) 2017/18. It aims to explore different multisensory drama strategies that are useful for teaching children with diverse needs.
Project Start Year: 2018, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝, LAI, Yuk Ching Eva 黎玉貞
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Ploughing Drama Education for Innovating the Preschool Curriculum and Pedagogy in Hong Kong
The study aims to identify good exemplary practices of drama integration into the preschool curriculum in Hong Kong.
Project Start Year: 2017, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝
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A School-Based Project of Using Drama for Curriculum Enhancement (Education University Early Learning Centre)
This project aims to support the HSBC Early Childhood Learning Centre of the Education University of Hong Kong to apply drama education to enhance its current curriculum of Question-Exploration-Experience. The drama convention approach with integration of picture book will be employed to enrich the teachers’ pedagogical skills and also the children’s creative, playful and imaginative learning experience. Professional drama teaching-artists, university early childhood education researchers and also school teachers will work as a triple partnership to devise appropriate strategies for the curriculum innovation.
Project Start Year: 2017, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝
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Using Drama Education as an Innovative Pedagogy in Higher Education
This project is funded by FEHD's Teaching Grant of Innovative Teaching (Beyond e-Learning) 2016/17. The overall objective of the project is to explore and build the pedagogic relationships between drama education and approaches to the teaching of language and literacy, special education, parent education and specific social issue. We aim to (i) identify useful drama games and activities to enhance colleagues’ teaching skills; (ii) support students to integrate drama games and activities in their daily teaching; (iii) develop online resources to promote the use of games, role play and dramatic activities to innovate the teaching skills of our colleagues and students.
Project Start Year: 2017, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝
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全球化下幼兒教師之戲劇課程在地實踐—以臺港兩地為例 (Teachers’ Globalized Action through Drama Education in Kindergarten – Comparing Taiwan and Hong Kong as Examples)
本研究由國立臺南大學藝術學院院長林玫君教授擔任首席研究員，為臺灣科技部一般型研究計畫中之基礎研究。研究主要以全球在地化為理論架構，探討臺灣與香港兩地幼兒教師，如何把英美等地學前教育普遍應用的戲劇教育模式與手法，引進兩地的幼兒教學的課堂中。
Project Start Year: 2015, Principal Investigator(s): Lin Mei Chun (TAM, Po Chi Pansy 譚寶芝 as Co-Investigator)
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A School, Theatre and Institute Partnership in Integrating Drama into Preschool Curriculum
The main purposes of this research project are to: (i) increase the local awareness of the potentials and significances of drama education to young children; (ii) enhance the company and kindergarten teachers' capacity to integrate drama as pedagogy in the curriculum; and (iii) investigate various approaches to drama integration in early childhood education. These purposes will be promoted and concretized by initiating a two-year partnership between the kindergartens, the theatre company and the university, and four school and classroom-based studies. In two years’ time and under six phases of collaboration, the project targets 8 kindergartens and their teachers’ practice of drama education. Meanwhile, four studies will be conducted to investigate:
1. The various approaches of integrating drama into kindergarten curriculum;
2. The parents’ voices about drama pedagogy;
3. The benefits of drama education to the teacher’s professional development; and
4. The good teaching practices of drama integration.
Project Start Year: 2013, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝
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How do Hong Kong Kindergarten Teachers Teach with Performance Activities
This is an exploratory study aims at investigating the teaching practice and teacher’s perception of performance activities in the local kindergartens. Performance activity in this study is defined as teaching and learning activity that provides children an opportunity to acquire, practise and demonstrate a particular set of skills and knowledge through accomplishing it. In the local kindergarten, theme-based curriculum is widely applied which is always structured with various performance activities, such as picture drawing, creative movement and storytelling, and so on. Performance activity is different from seatwork as it has strong connection with children’s real-life experience and necessitates teaching and learning with compound and integrated learning objectives. To design and conduct a performance activity always involves setting the goal of teaching and learning, collecting the tangible evidence of children’s learning, and also evaluating children’s learning with use of criteria. However, there is little study about the teaching of performance activity in the local early childhood education. This study would raise preschool teachers’ awareness of how to design and conduct performance activity to meet their curriculum goals. The data gained in this study would also be used for further study of teacher training for the teaching of performance activity.
Project Start Year: 2012, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝
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Framing and reframing Language Experience Approach: A self-study of enhancing Hong Kong kindergarten teachers’ literacy instruction
This is a self-study aims at exploring and reflecting my consultancy practice in a university-school partnership project for enhancing teaching and learning of the local kindergartens. The study will focus on the use of an adaptive version of Language Experience Approach (LEA) which is framed as a tool for promoting vocabulary and reading teaching in two partner schools. I interpret that in the course of being a teacher consultant, s/he keeps on framing and reframing his or her knowledge and experience based on the active dialogues with teachers, colleagues and the professional literature. This process enables me to develop a more clear understanding of my own consultancy practice, and consequently, know the needs of teachers in professional development of literacy education better. Through investigating the teaching practice of the partner teachers who use the adaptive version of LEA, I also deconstruct and reconstruct LEA for enriching the repertoire of literacy pedagogy of the local early childhood education.
Project Start Year: 2011, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝
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An ethnographic study of the children’s communication in social dramatic play
This study aims to investigate how and what kind of communication emerge amongst children in the social dramatic play in kindergarten. Drawing on the sociological theories about language socialisation and children culture, the social dramatic play in kindergarten is understood as being structured and applied as a way of language socialisation. However, the children in play may or may not comply with this. As the literatures reveal, they reproduce and transform the language as well as the knowledge and skills in communication that is instructed by the teachers or acquired from the adults. That results in deviations from the taught way and type of communications. This study will explore the interplay between the teacher power, the children agency and the social dramatic play to give an account of the emergence and formation of the communication of children.
Project Start Year: 2010, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝
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Organizational -based Quality Improvement Scheme
The Professional Development and Support Unit of Centre for Childhood Research and Innovation has extended its service to organizations that operate childcare centres and kindergartens. In 2010, The Po Leung Kuk Education Unit has invited our centre to run a two-year project for its 22 kindergartens. Six consultants from Department of Early Childhood Education has been providing on-site support and staff development to 22 kindergartens since 4/2010 until 3/2012.
The aim of the project is to improve the quality of learning and teaching in Bi-literacy and Tri-lingualism in respect of the study of the following areas:
1.Effective language environment in the classroom.
2.Teachers' skills and techniques in using classroom language.
3.Effective learning and teaching strategy in language activities.
4.School and parents cooperation in enhancing children's use of language.
Besides the on-site support, the consultants will collaborate with the Po Leung Kuk Education Unit in the design of context strategies aiming to catalyze educational reform through the empowerment of the organization.
Project Start Year: 2010, Principal Investigator(s): (TAM, Po Chi Pansy 譚寶芝 as Co-Investigator)
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《昆蟲世界》劇場教育節目觀眾研究計畫
安排學生到劇場觀賞戲劇早已成為學校推動藝術教育的普遍模式。如同參觀博物館一樣，到劇場看戲是一種在校外進行而又真實的文化活動。學校期望這些活動可以增加學生接觸及認識高尚而優質藝術的機會，藉此發展他們的創意、審美能力和藝術評賞能力。本研究在肯定劇場的教育作用的前提下，以中英劇團製作的翻譯劇《昆蟲世界》作個案，從學生角度探討青少年觀眾對觀賞戲劇這文化活動的觀感，以及具體的觀賞行為與體驗。研究深入訪問了十四名初中學生，發現他們普遍視由學校安排的戲劇觀賞活動為學習活動，也採用如上課一樣的觀賞立場與行為，結果影響其觀賞體驗的過程與回應。不過，這學習的性質並沒有完全主導學生的觀賞體驗，而學生也非被動的觀眾，有趣的是《昆蟲世界》諷刺的體裁與非有機組織等特點促成了學生主動參與劇場，創造意義。從學生回應得知，他們大體採非線性，非單向的觀賞方法。據接受美學或讀者反應批評等理論看，觀眾能把戲劇與現實關聯、比況起來，然後提出個人見解，特別是他們會引用生活上熟悉的來理解戲中不熟悉的，又挪取戲中新奇的去重新審視生活上習以為常的。觀眾這種穿梭於戲裏戲外的對話，同時賦予了《昆蟲世界》以及自身生活新的意義。因此，無論在劇場內外，我們不應把學生視為被教化、灌輸的對象。相反，學校與劇團都應該把他們看成是真正的觀眾，並聆聽他們的聲音、了解他們的文化，即如在選取劇目、製作劇場、籌辦到劇場看戲的活動、安排演後介入工作等方面，都應以觀眾為本作原則，務求給青少年觀眾帶來改變。
Project Start Year: 2009, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝
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A Pilot Study of the Emergence of Children's Multiliteracies in the Dramatic Play Corner
This is a pilot study using ethnographic approach to investigate the emergence of children's multiliteracies in the dramatic play corner. The field work lasted for four months and situated in two kindergartens. The literacy-enriched settings were explored. The results help us to figure out the relation between the construction of environment and the emergence of multiliteracies.
Project Start Year: 2009, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝
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