How Was Teaching Thinking Adopted and Diffused in Chinese Primary Schools? A Qualitative Study from Principals' Perspectives

Autor/inn/en	Zhao, Guoqing; Long, Taotao; Zhao, Rongchi; Yang, Xuanyang; Zhang, Xiangling; Hyerle, David
Titel	How Was Teaching Thinking Adopted and Diffused in Chinese Primary Schools? A Qualitative Study from Principals' Perspectives
Quelle	In: Asia Pacific Journal of Education, 43 (2023) 1, S.299-316 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhao, Guoqing) ORCID (Long, Taotao) ORCID (Zhao, Rongchi) ORCID (Yang, Xuanyang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2021.1911786
Schlagwörter	Foreign Countries; Elementary Education; Thinking Skills; Educational Change; Adoption (Ideas); Principals; Administrator Attitudes; Instructional Innovation; Teacher Recruitment; Teacher Education; Integrated Curriculum; Peer Influence; Change Strategies; Educational Strategies; Cooperation; Motivation; China + Suchen Sie Ihr Suchwort? Ausland; Elementarunterricht; Denkfähigkeit; Bildungsreform; Ideas; Ideenfindung; Principal; Schulleiter; Educational Innovation; Bildungsinnovation; Lehrerrekrutierung; Lehrerausbildung; Lehrerbildung; Lösungsstrategie; Lehrstrategie; Co-operation; Kooperation; psychologische; Motivation (psychologisch)
Abstract	This study aimed at gaining an in-depth understanding of how "teaching thinking" was adopted and diffused as an instructional innovation in primary schools from principals' perspectives. Using Rogers' Diffusion of Innovation (DOI) theory as a theoretical lens, one-on-one semi-structured interviews were conducted with eight Chinese primary school principals. Interviews were audio-recorded, transcribed, open coded, and analysed by using constant comparison analysis. Results found:1) the principals' prior knowledge about teaching thinking and their "perceived characteristics" of the thinking skills programme (TSP) prompted the principals to adopt the TSP in their schools; 2) recruiting "seed teachers," offering "direct thinking skills classes," and demonstrating "cannon fodder classes" played an important role in kicking off the TSP; 3) engaging in online and on-site training, infusing thinking skills into subjects, and routinizing "lesson studies" were essential in adapting the school to teaching thinking; 4) opening training and lesson studies to all teachers, and point-to-area peer influence were effective ways of diffusing teaching thinking in schools; 5) building positive feedback mechanisms, making teaching thinking a distinct feature of the school, collaborating with external partners, and forming organizational memory were effective measures of sustaining the diffusion. Implications for adopting and diffusing instructional innovations in schools were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01