School-based teacher development through a school-university collaborative project. A case study of a recent initiative in China.

Autor/in	Xu, Yuzhen
Titel	School-based teacher development through a school-university collaborative project. A case study of a recent initiative in China.
Quelle	In: Journal of curriculum studies, 41 (2009) 1, S. 49-66Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220270802546740
Schlagwörter	Bildung; Aktionsforschung; Partnerschaft; Schule; Curriculumentwicklung; Universität; China
Abstract	School-based curriculum development has been a highlight of China's new curriculum reform since 1999. This reform introduces a curriculum policy change towards devolving partial power in curriculum decision-making to teachers, and invites their active involvement in transforming their role from being book-knowledge transmitters to curriculum developers. This paper describes an action-research project based on a school-university collaborative effort to build teacher's practical, personal reflective experience, and understanding of both the new concept of school-based curriculum development and the wider curriculum reform. How such Western concepts as school-based curriculum development and reflective practice can be adapted and transformed in the Chinese context is examined.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2013/1