The Status of Action Research in the People’s Republic of China: A Review of Recent Literature

Lin, Yuan

doi:10.1057/978-1-137-40523-4_19

Cited by 2 publications

(2 citation statements)

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“…In our future study we aim to examine in depth the functions of the significant elements embedded in the cycles of the LDS -namely encompassing the use of 'design research method', 'the dual function of the LDS model' and 'the LDS community in practice'that enable teachers to develop deep dimension learning in the form of 'wisdom of action'. What is more, given that action researchers in China are currently calling for the adaptation of AR to the characteristics of schools in China, and for building up a Chinese version of AR that is suited to the Chinese context, friendly to Chinese teachers, and congruent with the traditional approach to teacher learning (Bai 2009;Liu and Wang 2018;Yuan 2017), then our contribution to identifying the interconnectedness and difference of AR and our LDS may help to inform such endeavours.…”

Section: Discussionmentioning

confidence: 99%

“…During the 1980s, Action Research (AR) was introduced into China alongside the TRG system, and since then, and especially since the start of the 21st century, Chinese education researchers have been working on localising AR in relation to the backdrop of the ongoing national curriculum reform in basic education (Bai 2009). Liu and Wang (2018) and Yuan (2017) both highlight the need for possible ways to create a Chinese version of AR through integration with the indigenous practices in teacher learning in China.…”

Section: Introductionmentioning

confidence: 99%

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Interconnectedness and difference between action research and a lesson design study in Shanghai, China

Ding

Jones

Sikko

2019

Educational Action Research

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The professional development of teachers in China takes place, to a large extent, in Teaching Research Groups (TRG) that exist in all schools. Though there are diverse models of TRG activities, these might, on the surface, appear to resemble forms of Action Research (AR) or include elements that might resemble AR. In conducting a Lesson Design Study (LDS) with a TRG in Shanghai, we encountered the specific challenge of what might be the interconnectedness and differences between AR and our LDS. To address this issue, we applied a research-informed depiction of the distinguishing characteristics of AR to our LDS. Based on this analysis, we found that (1) in contrast to the depiction of AR that encompasses a choice of methods, our LDS follows a specific 'design research' methodology, (2) whereas the depiction of AR is simultaneously directed towards teacher self-change and restructuring the organization or institution within which the teacher works, LDS concerns more than the practical questions in one local social context and aims to tackle bigger questions across the social contexts in the subject research field, and (3) whereas in the depiction of AR, teachers engage in a process of authentic collaboration with other teachers seeking to improve their practices, in the LDS community the external researchers and expert teachers play other roles in the TRG. Even though there may be differences between the depiction of AR and our LDS, the interconnectedness is important in that both AR and our LDS contribute directly to school-based teacher professional development. KEYWORDS Action research; lesson design study; teaching research group; teacher professional development; Shanghai; China

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Section: Discussionmentioning

confidence: 99%