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EJ983021 - How Has Recent Curriculum Reform in China Influenced School-Based Teacher Learning? An Ethnographic Study of Two Subject Departments in Shanghai, China

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ERIC #:	EJ983021
Title:	How Has Recent Curriculum Reform in China Influenced School-Based Teacher Learning? An Ethnographic Study of Two Subject Departments in Shanghai, China
Authors:	Wong, Jocelyn L. N.
Descriptors:	Teaching Methods; Curriculum Development; Ethnography; Foreign Countries; Educational Change; Expertise; Indigenous Knowledge; Teaching Skills; Knowledge Base for Teaching; Faculty Development; Teacher Collaboration; Educational Environment; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes
Source:	Asia-Pacific Journal of Teacher Education, v40 n4 p347-361 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2012-00-00
Pages:	15
Pub Types:	Journal Articles; Reports - Research
Abstract:	Curriculum reforms with a focus on helping students "learn to learn" are now an established global educational phenomenon. China has been implementing such curriculum reform and this poses challenges to teachers as they need to develop new pedagogical skills and knowledge to deal with new educational demands that arise. This ethnographic study investigates the impacts of current curriculum reform on teacher learning using two subject departments from two schools in Shanghai, China. It shows that teachers direct much attention towards searching for good practices and norms of practice to encounter new curriculum challenges. Findings show that outside experts who act as "boundary brokers" are crucial in teacher learning. They also identify two modes of teacher learning activities: hierarchical, which relies on imported expert knowledge; and reciprocal, which depends on exploiting local knowledge. Striking a balance between these two approaches may be the way forward. (Contains 1 table.)
Abstractor:	As Provided
Reference Count:	50

Note:	N/A
Identifiers:	China (Shanghai)
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1359-866X
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education
Direct Link:	http://dx.doi.org/10.1080/1359866X.2012.724654

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