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Unlike many other places in the world, guidance lessons in Hong Kong are taught mainly by class teachers rather than school counsellors. Given the unique educational context of Hong Kong as East meets West and given that guidance is essentially a concept from the West, it is important to investigate what kind of pedagogy is suitable for teaching guidance in Hong Kong. This paper examines what teaching guidance lessons are like in Hong Kong for the researcher and for some primary teachers. A qualitative case study methodology is used. Data are drawn from the author's own experience in a primary school teaching attachment and interviews with guidance professionals, primary school principals, teachers and students in three selected primary schools in Hong Kong. Pedagogical issues for the teaching guidance curriculum are explored and discussed. The researcher argues for a hybrid guidance pedagogy for the teaching of classroom guidance in Hong Kong. Findings are applicable to countries facing similar issues in...

Following the world trend of inclusion in education, many schools in Hong Kong have started including students with special needs in the regular classrooms. Given the unique educational context of Hong Kong as 'East meets West', and given that inclusion is essentially a concept from the West, this paper argues that Hong Kong's integration has its unique hybrid features. This paper reports the experience of one primary school in the process of change in areas of stages of integration, leadership and whole school approach, during a two-year implementation period. Change processes at the school, classroom and individual levels are discussed. A case study methodology is used so that unique characteristics of the school in its naturalistic settings can be captured. Data were obtained from observation, documentary analysis, individual and group interviews of different school stakeholders: the principals, parents, teachers, resource teachers, and guidance personnel. Implications of findings to schools in Hong Ko...