The Chinese "Open Class": A Conceptual Rendering and Historical Account

Autor/inn/en	Wu, Huiping; Clarke, Anthony
Titel	The Chinese "Open Class": A Conceptual Rendering and Historical Account
Quelle	In: Asia Pacific Journal of Education, 38 (2018) 2, S.214-228 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clarke, Anthony)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2018.1460260
Schlagwörter	Educational History; Faculty Development; Foreign Countries; Teacher Educators; Elementary School Teachers; Secondary School Teachers; Competition; Teaching Methods; Observation; Peer Evaluation; Peer Teaching; China + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Wettkampf; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Peer group teaching; Peer Group Teaching
Abstract	The intent of this paper is to make sense of and share with a broader community of teachers and teacher educators a professional development phenomenon that is peculiar to the Chinese elementary and secondary school context. This practice, known as the Open Class, has at least three forms: intra-school, inter-school, and competitive. These forms are defined and delineated at the outset of the paper with particular attention to the distinguishing characteristics of each. This conceptual groundwork paves the way for a detailed historical accounting of this phenomenon over the past 65 years. What we learn is that the Open Class, as a professional development strategy, has waxed and waned based on the political and educational emphases of the day but nonetheless is alive and well in modern-day China. Indeed, it is so commonplace that it has become a norm in Chinese schools. While there remains much to be learned about the Open Class, four lessons learned as a result of the exposition offered in this paper provide a strong basis and valuable springboard for further exploration. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01