Exploring an Urban Teacher's Use of Performance in Fostering Middle School Students' Moral Awareness

Autor/inn/en	Zhang, Xiaodong; Hu, Zuhong
Titel	Exploring an Urban Teacher's Use of Performance in Fostering Middle School Students' Moral Awareness
Quelle	In: South African Journal of Education, 38 (2018), Artikel 1529 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Xiaodong) ORCID (Hu, Zuhong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Urban Schools; Performance Based Assessment; Teaching Methods; Moral Values; Teacher Attitudes; Student Attitudes; Curriculum Development; Learner Engagement; Reflection; Active Learning; Consciousness Raising; Foreign Countries; Student Development; Middle School Students; Middle School Teachers; China (Beijing) + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Leistungsermittlung; Teaching method; Lehrmethode; Unterrichtsmethode; Moral value; Ethischer Wert; Lehrerverhalten; Schülerverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Aktives Lernen; Bewusstseinsbildung; Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	This study reports on how an urban teacher relied on herself and harnessed performance-based pedagogy in developing her students' moral awareness over one academic year. Drawing on qualitative analyses of the teacher and students' reflections, interviews, as well as students' performance, the study shows that the teacher's reliance on her own agency in designing a performance-based curriculum counteracted teaching constraints in her workplace. In addition, performance, enacted through engaging students in performing exaggerated bodily activities enabled them to critically reflect upon existing or potential moral issues in their lives and guided their follow-up behaviours. The study concludes the importance of synergising teachers' self-agency with arts-based education in raising students' moral awareness, especially in similarly constrained contexts. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01