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94 韓孝述、李文浩、黃顯華
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The Understanding of and Catering for
Learning Difference and Diversity: Teachers’ Perspectives
Hau-Sut HON, Man-Ho LI, & Hin-Wah WONG
Abstract
Since compulsory education was introduced in the late 1970s, the increasing number of
eligible students has made learning difference and diversity an inevitable issue in Hong Kong’s
schooling agenda. An abundance of effort has therefore been drawn to attempts of catering for
learning difference and diversity on different levels (e.g., levels of school, curriculum, and
classroom teaching). As teachers are both “writers” and “actors” of everyday teaching and
catering strategies, their perspectives of understanding the issue shall affect the implementation
and effectiveness of strategy. This article reports on a preliminary investigation into the
abovementioned teachers’ perspectives by interviewing 10 teachers from 5 local primary and
secondary schools. Findings confirmed and further substantiated the “pathognomonic” and
“interventionist” perspectives of teachers in face of learning difference and diversity, with
teacher’s efficacy as a reliable predictor. Implications on teacher professional development were
also discussed.
Keywords: learning difference and diversity; teachers’ perspectives; teacher professional
development