Education Reform in China: Toward Classroom Communities

Autor/inn/en	Tan, Charlene; Hairon, Salleh
Titel	Education Reform in China: Toward Classroom Communities
Quelle	In: Action in Teacher Education, 38 (2016) 4, S.315-326 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tan, Charlene)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2016.1226205
Schlagwörter	Foreign Countries; Educational Change; Social Influences; Cultural Influences; Barriers; Educational Resources; Classroom Techniques; Classroom Environment; Communities of Practice; Class Size; Disadvantaged Schools; Semi Structured Interviews; Questionnaires; Administrator Surveys; Teacher Surveys; Elementary Secondary Education; Educational Practices; Educational Benefits; China (Beijing) + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Sozialer Einfluss; Cultural influence; Kultureinfluss; Bildungsmittel; Klassenführung; Klassenklima; Unterrichtsklima; Community; Klassengröße; Fragebogen; Bildungspraxis; Bildungsertrag
Abstract	Focusing on China's current education reform, this article critically discusses how contextual factors, specifically sociocultural factors and resources, assist and constrain Chinese educators in their attempt to develop dynamic and inviting classroom communities. Three main findings are highlighted in this article, the first being that the creation of classroom communities is perceived by Chinese educators to be beneficial to the students. Secondly, Chinese educators judiciously rely on existing professional learning communities to experiment with and launch classroom communities. The third finding foregrounds two key challenges faced by educators. The first challenge is the difficulty with fostering classroom communities in the poorer parts of China where schools perennially struggle with huge class size and inadequate educational support. The second key challenge is a predominantly exam-centric culture that inhibits the flourishing of classroom communities for effective teaching and learning. The experience in China illustrates the moderating effects of local conditions in shaping the evolving concept and practice of classroom community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01