Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18679
Title: Education reform in China: Towards classroom communities
Authors: Tan, Charlene H. P. (Charlene Hwee Phio)
Hairon Salleh
Keywords: China
Classroom communities
Education reform
Issue Date: 2016
Citation: Tan, C., & Hairon Salleh. (2016). Education reform in China: Towards classroom communities. Action in Teacher Education, 38(4), 315-326. http://dx.doi.org/10.1080/01626620.2016.1226205
Abstract: Focusing on China’s current education reform, this paper critically discusses how contextual factors, specifically socio-cultural factors and resources, assist and constrain Chinese educators in their attempt to develop dynamic and inviting classroom communities. Three main findings are highlighted in this article, the first being that the creation of classroom communities is perceived by Chinese educators to be beneficial to the students. Secondly, Chinese educators judiciously rely on the existing professional learning communities to experiment with and launch classroom communities. The third finding highlights two key challenges faced by educators. The first challenge is the difficulty with fostering classroom communities in the poorer parts of China where schools perennially struggle with huge class size and inadequate educational support. The second key challenge is a predominantly exam-centric culture that inhibits the flourishing of classroom communities for effective teaching and learning. The experience in China illustrates the moderating effects of local conditions in shaping the evolving concept and practice of classroom community.
Description: This is the final draft, after peer-review, of a manuscript published in Action in Teacher Education. The published version is available online at http://dx.doi.org/10.1080/01626620.2016.1226205
URI: http://hdl.handle.net/10497/18679
ISSN: 0162-6620 (print)
2158-6098 (online)
Other Identifiers: 10.1080/01626620.2016.1226205
Appears in Collections:Journal Articles

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