Literaturnachweis - Detailanzeige
| Autor/inn/en | Zhang, Liman; Tan, Yuen Sze Michelle; Adler, Douglas James |
|---|---|
| Titel | Teacher Change in Mainland China: Collaborative Action Research as a Means of Promoting Secondary School Teachers' Engagement with the New Curriculum Reform |
| Quelle | In: Canadian Journal of Action Research, 23 (2023) 1, S.3-20 (18 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Zhang, Liman) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Foreign Countries; Participatory Research; Action Research; Secondary School Teachers; National Curriculum; Curriculum Development; Secondary School Curriculum; Educational Change; Resistance to Change; High Stakes Tests; Accountability; Self Efficacy; Teacher Role; Curriculum Implementation; Teacher Responsibility; China |
| Abstract | We examined the possibilities of employing collaborative action research (CAR) to promote Mainland Chinese secondary school teachers' engagement with the recent curriculum reform. A brief background of the history of the examination culture and the curriculum reform is provided. We analysed key challenges leading to teachers' resistance to curriculum change, including test-based accountability control, lack of self-efficacy, and perceived roles as mere curriculum receivers and implementers. We then drew from CAR to offer considerations to promote teacher change where teachers can be encouraged to align their teaching with their moral purposes, build up self-efficacy, and develop ownership of curriculum change. (As Provided). |
| Anmerkungen | Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail: cjar@nipissingu.ca; Web site: http://journals.nipissingu.ca/index.php/cjar/issue/archive |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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