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CURRICULUM IMPLEMENTATION IN HONG I cnjq doing thow actillties hut how much dit1 the!really learn? I just wonder(pmt obscr~ ation inter\ IC\\ 2, p. 1 )7 ConclusionThis paper tried to show how a well-qualified English teacher has responded to a curriculuminnovation. Reference has been made to her attitude towards the innovation, herunderstanding of thc innovation, her classroom teaching, her professional development andinterview comments on a number of issucs relevant to thc change process. The anal!of a case study, so extrapolating the findings is not possible but it is suggested that thediscussion has raised a numbcr of issues that may have \vidcr implications.It has been indicated that despite the challenges associated with successful curriculuminnovation, this teacher’s initial experiences withTOC have been largely positivc. A numberof her charactcristics have assisted her:hrr academic and professional training;her high standard of English proficiency;her positive attitudes ton-ards teaching and toivards the innovation; andher desire for further self-improvement and professional development.This discussion is not incant to imply that curriculum innovation can only lie fosteredbv teachers who have the abovc characteristics, but it is fair to sa\’ that such teachers arcprobably in a favourable position. Therefore, gcncral governmental initiatives that upgradrthe professionalism of teachers, in addition to being desirable in their o\vn right, do helpto pro\-ide a climate conducive to the development of curriculum reform. Such initiativesarc part of a long-term enhancement of primary education in Hong Kong (EducationCommission, 1992) of whichTOC is one componcnt.This reinforces Stenhousck \enerablcdictum that thcrc is no curriculum development without teacher tlevclopment.In addition to these wider initiatives, support for teachers at the classroom level playsa significant role in facilitating the implementation of innovations. In this case, thesupportivencss of the principal and fruitful collaboration bet\vccn the teacher and anexternal teacher ctlucator/rescarcher seemed to encourage a capable tcachcr in carryingout the innovation. In other cases, proactive involvcmcnt from principals or scniorcolleagucs and/or ad\ )ry visits from inspectors, tcacher trainers or experienced teachcrsmay be needed to facilitate implementation, Support and encouragement, in one form oranother, are an essential prerequisite for successful classroom implementation of acurriculum innovation.ReferencesBrindlc); G., Hood, S., 1990. “Curriculum innoIation in adult ESL.” In G. Brindle) (Ftl.). TheSecond Language Curriculum in Action. NCEUI’K, Sylncy.