Cooperative Learning in Vietnam and the West-East Educational Transfer

Autor/inn/en	Nguyen-Phuong-Mai, Mai; Terlouw, Cees; Pilot, Albert
Titel	Cooperative Learning in Vietnam and the West-East Educational Transfer
Quelle	In: Asia Pacific Journal of Education, 32 (2012) 2, S.137-152 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2012.685233
Schlagwörter	Cooperative Learning; Educational Change; Foreign Countries; Culturally Relevant Education; Cultural Context; Global Approach; Questionnaires; Semi Structured Interviews; Secondary School Teachers; Secondary School Students; Student Teachers; College Faculty; Student Teacher Attitudes; Student Attitudes; Teacher Role; Preferences; Scores; Institutional Characteristics; Teacher Effectiveness; Group Unity; Behavior Standards; Social Behavior; Cultural Pluralism; Cultural Influences; Educational Practices; Non Western Civilization; Vietnam + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Bildungsreform; Ausland; Globales Denken; Fragebogen; Sekundarschüler; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Fakultät; Schülerverhalten; Lehrerrolle; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Gruppenidentität; Social behaviour; Soziales Verhalten; Kulturpluralismus; Cultural influence; Kultureinfluss; Bildungspraxis
Abstract	Under pressure of the continuing need to modernize, Vietnam is rapidly reforming its education system. Cooperative Learning (CL) with a Western-based model is being enthusiastically applied. This paper suggests that an authentic form of CL has long existed in the foundations of Vietnamese education. The reasons why Western-based CL is encouraged can be attributed to false universalism (the belief that a practice that originated from elsewhere can be "cloned" with similar results) and neo-colonialism (the perpetuation of a colonial mindset under the pressure of financial loans). While an adjusted form of CL has been suggested by previous studies to make CL culturally appropriate, this paper argues that a true hybrid form of CL which takes into account the authentic CL will have more potential to make this method not only culturally but institutionally appropriate. The paper indicates a strong need to identify and incorporate indigenous practice in the process of educational reform. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10