Role of Teacher Research Communities and Cross-Culture Collaboration in the Context of Curriculum Reform in China

Erickson, Gaalen; Kang, Changyun; Mitchell, Ian; Ryan, Janette Maree

doi:10.1007/978-1-4020-8788-2_13

Cited by 5 publications

(2 citation statements)

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“…It provides a case of implementing a nation‐wide curriculum reform mandates through the development of collective agency at the local school level. Nation‐wide, all‐encompassing educational reform can be “overwhelming for educators at all levels” (Erickson, Kang, Mitchell, & Ryan, , p. 180). Collective agency in this study accommodates the abstract and overwhelming reform mandates into concrete and manageable teaching practices.…”

Section: Discussionmentioning

confidence: 99%

Individual and collective agencies in China's curriculum reform: A case of physics teachers

Clarke

2018

J Res Sci Teach

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This study explores how physics teachers in a high school negotiate the relationships between individual and collective agencies in the context of the on‐going curriculum reform in China. Drawing on Bandura's social cognitive theory, the study employs ethnographical methods including observation, interviewing, and the researcher's and teachers’ reflective journaling through the researcher's involvement with various school activities. The findings indicate that collective teacher agency creates a platform for individual teachers’ professional development, a conducive culture for teacher collaboration, and provides concrete examples that individual teachers can constantly refer to, reflect upon, and learn from for reform implementation. The results offer an understanding of the influences underlying physics teachers’ agency deployment as they engage with curriculum reform processes, especially the negotiation between individual and collective agencies. The findings justify a case for preparing physics teachers on how to deploy both individual and collective agencies in the face of the complicated social structures and ultimately shed light on the desired curriculum decentralization in the Chinese school system.

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Section: Discussionmentioning

confidence: 99%

Individual and collective agencies in China's curriculum reform: A case of physics teachers

Clarke

2018

J Res Sci Teach

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“…China has undertaken a large-scale educational reform encompassing curricular and pedagogical innovation at both elementary and secondary school levels (Erickson, Kang, Mitchell, & Ryan, 2008;Guan & Meng, 2007;Ministry of Education, 2001). Reform policies and guidelines require high schools to transition from a test-oriented only education to an all-round education (Zhu & Kang, 2002).…”

Section: Introductionmentioning

confidence: 99%

Collective Agency among Physics Teachers: A Case in China’s Curriculum Reform

Nashon

2014

IJSEDU

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This study explored how secondary physics teachers exercised their collective agency in the process of adopting and adapting to a nationwide curriculum reform in China. Through an ethnographic approach and drawing on Social Cognitive Theory, physics teachers' collective agency was explored and interpreted. The results revealed that collective agency was a mediating bridge through which the discrepancies between reform mandates and teachers' pedagogies and curriculum interpretations were negotiated. Further, collective agency helped teachers to cope with uncertainties generated by the reform and offered mental supports. Moreover, the reform mandates undermined the traditional power hierarchy within teachers and thus stimulated teachers' collective agency. The study demonstrates the interdependent relations between collective agency and reform environment and has implications for theory, practice, curriculum, and research.

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Leaders Who Build and Sustain Passion for Learning: Capacity Building in Practice

2011

International Handbook of Leadership for Learning

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Role of Teacher Research Communities and Cross-Culture Collaboration in the Context of Curriculum Reform in China

Cited by 5 publications

References 10 publications

Individual and collective agencies in China's curriculum reform: A case of physics teachers

Individual and collective agencies in China's curriculum reform: A case of physics teachers

Collective Agency among Physics Teachers: A Case in China’s Curriculum Reform

Leaders Who Build and Sustain Passion for Learning: Capacity Building in Practice

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