Teachers and teaching in China: a critical reflection

Lo, Leslie N. K.

doi:10.1080/13540602.2019.1632823

Cited by 40 publications

(20 citation statements)

References 21 publications

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“…Restructuring teacher education unaccompanied by reconceptualization (Wideen and Grimmett, 1995), which fails to foster teacher autonomy, makes it tilt toward status quo rather than change (e.g., Lo, 2019), fueling the "discourse of derision" about ITE (Furlong, 2019). A loss of credibility in university-led ITE courses is leading to deregulation and marketization of teacher education (Zeichner and Conklin, 2017).…”

Section: Tentative Conclusion As Provocation To Further Dialogmentioning

confidence: 99%

Provocation to Dialog in a Third Space: Helping Teachers Walk Toward Equity Pedagogy

Ratnam¹

2020

Front. Educ.

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This study examines the conceptual basis of how teachers learn, including, importantly, how they learn to relate to social concerns of equity in their teaching, and makes this understanding experientially accessible using a live case of the “practical” (Schwab, 1969). The conceptual understanding emerges from questioning the assumptions behind the valorization in teacher education of “theory” over “practice” that has led to the “theory into practice”/“input–output” model of teacher education. An examination of the constraints posed by this monolithic model of teacher education to teacher learning, development, and change has provided the impetus to work toward a more pluralistic view of knowledge and the new understanding of the nature of teacher learning which ensues. This alternative formation, which is informed by insights from the sociocultural perspectives of Lev Vygotsky and Mikhail Bakhtin among others, has helped in constructing a view of teacher learning as taking shape in authentic social interaction in a “third space” through hybridization of diverse voices. Most importantly, the paper considers its implications for teacher education by abstracting from experience the nature of mediation that facilitates hybridization.

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Section: Tentative Conclusion As Provocation To Further Dialogmentioning

confidence: 99%

Provocation to Dialog in a Third Space: Helping Teachers Walk Toward Equity Pedagogy

Ratnam¹

2020

Front. Educ.

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“…Focus-group dynamic interaction is one of the methods to deal with sensitive, potential, and unpredictable questions within a group interview setting [ 98 ], whereas individual interviews may gain profound and accurate information of sensitive issues from participants. Most of our participants will be interviewed in focus groups as Chinese students might feel shy to express their opinions over a sensitive topic and would feel more at ease when accompanied by peers [ 99 ]. However, given the face-saving tendencies of some Chinese people [ 58 ], we will also consider offering individual interviews for students who feel uncomfortable with a focus-group interview.…”

Section: Discussionmentioning

confidence: 99%

Perspectives of Nursing Students towards Schizophrenia Stigma: A Qualitative Study Protocol

Chen

Bressington

et al. 2022

IJERPH

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Aim: This study aims to explore fourth-year nursing students’ knowledge of schizophrenia and their attitudes, empathy, and intentional behaviours towards people with schizophrenia. Design: This will be a descriptive qualitative study using focus-group interviews. Methods: Fourth-year nursing students on clinical placement in a hospital in Hunan province will be invited for focus-group interviews. Snowball and purposive sampling will be used to recruit nursing students for this study. Five focus-group interviews, each including six participants, will be conducted to explore participants’ knowledge, attitudes, intentional behaviours, and empathy towards schizophrenia. The interview will be conducted through the online Tencent video conference platform and the interview data will be collected through the same platform. All interviews will be recorded and transcribed verbatim and analysed with the approach of the content analysis supported by NVivo 12. Simultaneous data collection and analysis will be performed, and the interviews will be continued until data saturation is met. The findings of this study will be helpful in developing effective interventions to decrease the stigma toward schizophrenia among nursing students and those who study healthcare disciplines.

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“…In China, teachers' competence is evaluated based on their master of disciplinary knowledge, instructional abilities, and students' scores in examinations [36] In other words, there is a direct correlation between the test scores of students and the evaluations teachers receive. In 2015, the Ministry of Human Resources and Social Security and the Ministry of Education proposed, as part of the process of intensifying the reform of the primary and secondary school teacher title system, that one of the critical elements of the reform is to improve the evaluation criteria for teachers and to place greater emphasis on the work performance of education and teaching [37].…”

Section: The Conflict Between Pbl Implementation and Social Realitymentioning

confidence: 99%

The Impact of the PBL Course Model as an Emerging Model on High School Teachers in China

Li¹

2023

Proceedings of the 2nd International Conference on Education, Language and Art (ICELA 2022)

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Problem-based learning is a mode has been invented and developed gradually in the late 1960s. This model has been introduced into the teaching systems of many Western countries. The Chinese government has also promoted the growth of the overall quality of students and the abandoning of the cramming teaching method in recent years. As a teaching method that requires in-depth learning and self-directed learning, PBL has also received much attention in China. This paper aims to explore the benefits of PBL, the role of teachers in PBL, and the challenges that PBL imposes on Chinese high school teachers. The main findings of this paper were: (1) PBL is not only effective in knowledge acquisition but also in competence enhancement; (2) instructors should act as content experts, facilitators, evaluators, and supervisors in terms of students' competence in the PBL tutorial process; (3) challenges for instructors to have PBL in their classes resides in problem construction, the conflict with reality, and overcoming the traditional idea of teachers. These Findings of this paper can encourage educators to use international schools or departments as pilot sites for PBL and investigate the viability of implementing PBL on a wider scale.

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Teachers and teaching in China: a critical reflection

Cited by 40 publications

References 21 publications

Provocation to Dialog in a Third Space: Helping Teachers Walk Toward Equity Pedagogy

Provocation to Dialog in a Third Space: Helping Teachers Walk Toward Equity Pedagogy

Perspectives of Nursing Students towards Schizophrenia Stigma: A Qualitative Study Protocol

The Impact of the PBL Course Model as an Emerging Model on High School Teachers in China

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