Action research localization in China: three cases

Bai, Yimin

doi:10.1080/09650790802667543

Cited by 22 publications

(11 citation statements)

References 2 publications

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“…While teachers' engagement in the process of action research has been a prevalent professional development practice for years, we know little about what it takes to facilitate the process (Drennon andCervero 2002, Ponte et al 2004), although some work in this area is beginning to emerge in the literature (for example, Bai 2009, Poekert 2011. The depth of learning that occurs through inquiry for teachers and the quality of the action research experience are directly related to the facilitation and coaching that a teacher receives.…”

Section: Introductionmentioning

confidence: 97%

Facilitating action research: a study of coaches, their experiences, and their reflections on leading teachers in the process of practitioner inquiry

Krell

Dana

2012

Professional Development in Education

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Despite the profound impact of action research coaches on teachers' experiences of the inquiry process, little research exists in the field regarding the coach's role. In this exploratory study, two groups of action research coaches -one novice and one experienced -share their experiences of coaching inquiry during the 2009/10 school year. Out of the focus group interviews conducted with each group of coaches, four challenges arose that spanned across the coaching of both groups, despite the level of experience: time, coaching wondering development, coaching data analysis and administration. Implications and future research directions based on this work are discussed.

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Section: Introductionmentioning

confidence: 97%

Facilitating action research: a study of coaches, their experiences, and their reflections on leading teachers in the process of practitioner inquiry

Krell

Dana

2012

Professional Development in Education

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“…From this description, it is already clear that the AE model is, as Bai (2009) explains, an example of the incorporation of aspects of AR by Chinese educators to suit local circumstances during a period of significant school transformation and social transition. Indeed, Gu and Wang (2003) discuss how the AE model shares features of AR.…”

Section: Lds Within a Trg In Shanghaimentioning

confidence: 99%

“…This cyclic process has been called 'lesson study' (Huang, Gong, and Han 2016) and 'learning study' (Pang and Marton 2017). During the 1980s, Action Research (AR) was introduced into China alongside the TRG system, and since then, and especially since the start of the 21st century, Chinese education researchers have been working on localising AR in relation to the backdrop of the ongoing national curriculum reform in basic education (Bai 2009). Liu and Wang (2018) and Yuan (2017) both highlight the need for possible ways to create a Chinese version of AR through integration with the indigenous practices in teacher learning in China.…”

Section: Introductionmentioning

confidence: 99%

Interconnectedness and difference between action research and a lesson design study in Shanghai, China

Ding

Jones

Sikko

2019

Educational Action Research

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The professional development of teachers in China takes place, to a large extent, in Teaching Research Groups (TRG) that exist in all schools. Though there are diverse models of TRG activities, these might, on the surface, appear to resemble forms of Action Research (AR) or include elements that might resemble AR. In conducting a Lesson Design Study (LDS) with a TRG in Shanghai, we encountered the specific challenge of what might be the interconnectedness and differences between AR and our LDS. To address this issue, we applied a research-informed depiction of the distinguishing characteristics of AR to our LDS. Based on this analysis, we found that (1) in contrast to the depiction of AR that encompasses a choice of methods, our LDS follows a specific 'design research' methodology, (2) whereas the depiction of AR is simultaneously directed towards teacher self-change and restructuring the organization or institution within which the teacher works, LDS concerns more than the practical questions in one local social context and aims to tackle bigger questions across the social contexts in the subject research field, and (3) whereas in the depiction of AR, teachers engage in a process of authentic collaboration with other teachers seeking to improve their practices, in the LDS community the external researchers and expert teachers play other roles in the TRG. Even though there may be differences between the depiction of AR and our LDS, the interconnectedness is important in that both AR and our LDS contribute directly to school-based teacher professional development. KEYWORDS Action research; lesson design study; teaching research group; teacher professional development; Shanghai; China

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“…Také v rozhovorech autorů tohoto článku s čínskými učiteli byla povinnost realizovat výzkumy re lektována kriticky jako požadavek důležitý pro kariérní postup, který učitelé formálně plní, avšak bez výrazného efektu na zlepšení výuky. Podobně v přehledové studii Bai (2009) upozorňuje na stoupající kvantitu výstupů akčních výzkumů, ale uvádí pochybení v konceptech, metodologii i interpretaci výsledků a absenci originality.…”

Section: Výzkumné Aktivity Učitelůunclassified

Přípravné vzdělávání a profesní rozvoj učitelů v Číně

Walterová¹,

Šťastný²

2020

PedOr

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V současných diskuzích patří podpora učitelů jako klíčových aktérů kvalitního vzdělávání pro všechny ke globálním cílům udržitelného rozvoje. Cílem studie je představit systém vzdělávání a profesního rozvoje učitelů v kontextu vzdělávacích reforem v Číně, kde podpora učitelů je politickou prioritou vlády. Metodologicky je studie založena převážně na desk-research, má deskriptivně analytický charakter (srovnávání je implicitní). V centru pozornosti je kontinuita přípravy a profesního rozvoje učitelů na národní (centrální) úrovni s exkurzemi do úrovně provinční a lokální. Soustřeďujeme se na strukturu a kurikulum přípravného vzdělávání, přechod do praxe, profesní standardy a kariérní řád, na činnosti čínských učitelů ve škole a cyklické hodnocení jejich profesního rozvoje. V závěrečné diskusi jsou reflektovány charakteristické přístupy k učitelské profesi ve specifických podmínkách kulturně a typologicky odlišného vzdělávacího systému.

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Action research localization in China: three cases

Cited by 22 publications

References 2 publications

Facilitating action research: a study of coaches, their experiences, and their reflections on leading teachers in the process of practitioner inquiry

Facilitating action research: a study of coaches, their experiences, and their reflections on leading teachers in the process of practitioner inquiry

Interconnectedness and difference between action research and a lesson design study in Shanghai, China

Přípravné vzdělávání a profesní rozvoj učitelů v Číně

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