Effective Teaching Research in Chinese Educational Contexts: A General and Dimensional Review

Autor/inn/en	Liu, Xinling; Meng, Lingqi; Kong, Minghui
Titel	Effective Teaching Research in Chinese Educational Contexts: A General and Dimensional Review
Quelle	In: Chinese Education & Society, 55 (2022) 3, S.123-146 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meng, Lingqi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1061-1932
DOI	10.1080/10611932.2022.2068333
Schlagwörter	Instructional Effectiveness; Teaching Methods; Guidelines; Research Reports; English; Chinese; Writing for Publication; Standards; Research Problems; Research Methodology; Comparative Analysis; Teacher Effectiveness; Foreign Countries; Confucianism; China + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien; Research report; Forschungsbericht; English language; Englisch; China; Chinesen; Standard; Forschungskritik; Research method; Forschungsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Ausland; Konfuzianismus
Abstract	Effective teaching is an important research topic worldwide. This review aims to analyze effective teaching literature in China with respect to general characteristics and conceptional dimensions. Two types of effective teaching literature, empirical studies written in Chinese and written in English, are selected for this review. Stronge's effective teaching framework is adopted for examining the conceptual dimensions in the selected studies. The results taken from the two types of literature reveal different research orientations regarding effective teaching. The literature written in Chinese demonstrates a number of quantitative research studies that, overall, are ill-written from the standard criteria of empirical study writing, including serious design flaws, missing important information, and weak data interpretations. In contrast, the literature written in English tends to focus more on a qualitative research orientation with sufficient overall quality for methodological design. Regarding the effective teaching dimensions, the dimension of the "Teacher as a Person" is interpreted differently, while the dimension of "Implementing Instruction" is most often commonly adopted in the two types of literature. We suggest that more studies are needed to conceptualize effective teaching frameworks from macro, meso, and micro levels in order to enhance the quality of effective teaching research in China. Additionally, effective teaching studies related to minority students are rare and deserve future investigation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01