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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AbstractCurriculum 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.
All Author(s) ListWong JLN
Journal nameAsia-Pacific Journal of Teacher Education
Volume Number40
Issue Number4
PublisherTaylor & Francis (Routledge): SSH Titles
Pages347 - 361
LanguagesEnglish-United Kingdom
KeywordsChina; curriculum reform; professional development of teachers; school-based teacher development; teacher learning
Web of Science Subject CategoriesEducation & Educational Research; EDUCATION & EDUCATIONAL RESEARCH

Last updated on 2021-12-01 at 00:13