Appreciated but constrained: reflective practice of student teachers in learning communities in a Confucian heritage culture

Zhan, Ying; Wan, Zhi Hong

doi:10.1080/13562517.2016.1183622

Cited by 21 publications

(14 citation statements)

References 30 publications

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“…Yet, particular values of a Confucian heritage culture might have influenced academics’ responses to items assessing emotions in teaching. Most obviously, the value of face could have affected academics’ expression of their emotions in teaching (e.g., Wen & Clément, 2003; Zhan & Wan, 2016). Future research could take this and other culture-specific factors into consideration.…”

Section: Discussionmentioning

confidence: 99%

Do academics’ emotions in teaching affect their organizational commitment?

Zhang¹

2019

Journal of Educational Psychology

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This research pioneered the investigation of the statistically predictive power of academics' emotions in teaching for their organizational commitment-beyond age, academic rank, academic degree, sex, and taught academic discipline. Two hundred 22 academics from 13 higher educational institutions in Shanghai, mainland China, responded to a revised version of the Emotions in Teaching Inventory (Trigwell, 2009) and the Organizational Commitment Inventory (Ling, Fang, & Zhang, 2002). Results revealed that positive emotions in teaching primarily predicted the adaptive types of organizational commitment, including affective, normative, and ideal commitment, whereas negative emotions in teaching chiefly contributed to the maladaptive types of organizational commitment, including economic and choice commitment. These findings have brought new insights into the literature on emotions in teaching and that on organizational commitment. At the same time, the findings have practical implications for academics and university senior managers. Educational Impact and Implications StatementAs a consequence of fundamental changes, such as intensified competition and output orientation in higher educational institutions, academics' organizational commitment has become exponentially more important over the last decade. Much research has been conducted to understand organizational commitment among academics. However, very few studies have examined how academics' psychological characteristics contribute to their organizational commitment. The present study found that academics' emotions in teaching made a significant difference to their organizational commitment in predictable ways: Positive emotions in teaching were conducive to adaptive organizational commitment, whereas negative emotions in teaching tended to foster maladaptive organizational commitment. Such predictions held true irrespective of age, academic rank, academic degree, sex, and taught academic discipline. The present findings offer a new lens through which university academics and senior managers can make sense of academics' organizational commitment, that is, through academics' feelings about their teaching.

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Section: Discussionmentioning

confidence: 99%

Do academics’ emotions in teaching affect their organizational commitment?

Zhang¹

2019

Journal of Educational Psychology

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“…However, growing up in an authoritarian teaching and learning environment, CHC students are characterized to prefer surface learning approach, rote memorization, and group harmony (Loh & Teo, 2017;Xu & Carless, 2017;Zhan, 2019). This has built cultural barriers for their reflective thinking practice (Zhan & Wan, 2016) that students might demonstrate their inabilities and unwillingness to get engaged in e-PF.…”

Section: Introductionmentioning

confidence: 99%

Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking: Evidence From a Confucian Context

et al. 2020

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Electronic peer feedback (e-PF) has offered a number of benefits to English as a foreign language (EFL) students’ academic writing competence and reflective thinking. However, little research has been conducted to examine whether e-PF can be incorporated in Confucian heritage culture (CHC) contexts. With a sample of 40 Vietnamese university students, the purpose of this study was threefold: (a) to explore whether e-PF improved students’ global and local features of EFL academic writing; (b) to investigate whether e-PF provoked students’ reflective thinking; and (c) to determine whether the two core principles of Confucian values, namely, the concept of face and power distance influenced the implementation of e-PF. Data were collected through pre- and post-questionnaires, e-PF content, and reflective logs. The qualitative and quantitative results showed that e-PF improved the quality of global and local writing aspects. Using e-PF also espoused both e-PF providers and receivers to develop reflective thinking by heightening their cognitive processes. Students were found to overcome the Confucian cultural barriers to get engaged in giving and receiving critique from their peers. The study, therefore, adds to the existing knowledge about the significance of e-PF in improving students’ writing skills and nurturing reflective thinking in CHC cultures.

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“…Budaya kolektivis mengacu pada dimensi budaya di mana orang-orang dalam kelompok budaya ini memiliki hubungan yang erat dan dianggap sebagai bagian dari kelompok (Triandis, 2001). Berbeda dengan masyarakat dalam budaya individualis yang mengutamakan target individu daripada target kelompok, masyarakat dalam budaya kolektivis lebih mementingkan hubungan daripada masalah pribadi (Triandis, 2001;Zhan & Wan, 2016). Selain itu, ketika orang-orang dalam budaya kolektivis ditempatkan dalam suatu kelompok, mereka mendorong semua anggota dalam kelompok untuk berkontribusi dan kontribusi tersebut dihormati oleh semua anggota kelompok (Zhan & Wan, 2016).…”

Section: Refleksi Kolektif Dalam Dimensi Kolektivisunclassified

“…Berbeda dengan masyarakat dalam budaya individualis yang mengutamakan target individu daripada target kelompok, masyarakat dalam budaya kolektivis lebih mementingkan hubungan daripada masalah pribadi (Triandis, 2001;Zhan & Wan, 2016). Selain itu, ketika orang-orang dalam budaya kolektivis ditempatkan dalam suatu kelompok, mereka mendorong semua anggota dalam kelompok untuk berkontribusi dan kontribusi tersebut dihormati oleh semua anggota kelompok (Zhan & Wan, 2016). Akibatnya, suasana budaya kolektivis mendorong perasaan saling mendukung yang berkontribusi pada dorongan emosional untuk mencapai hasil yang lebih baik (Zhan & Wan, 2016).…”

Section: Refleksi Kolektif Dalam Dimensi Kolektivisunclassified

“…Selain itu, ketika orang-orang dalam budaya kolektivis ditempatkan dalam suatu kelompok, mereka mendorong semua anggota dalam kelompok untuk berkontribusi dan kontribusi tersebut dihormati oleh semua anggota kelompok (Zhan & Wan, 2016). Akibatnya, suasana budaya kolektivis mendorong perasaan saling mendukung yang berkontribusi pada dorongan emosional untuk mencapai hasil yang lebih baik (Zhan & Wan, 2016). Kondisi ini secara positif mendorong aktivitas kolektif, termasuk refleksi kolektif.…”

Section: Refleksi Kolektif Dalam Dimensi Kolektivisunclassified

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Pengaruh Dimensi Budaya terhadap Implementasi Refleksi Kolektif dalam Perspektif Collectivism dan High-Power Distance

Tangkelangi

Patang

Upa

2023

DJPBS

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Artikel ini membahas dua isu utama yaitu efek dimensi budaya (kolektivisme dan high-power distance) pada implementasi refleksi kolektif dan alternatif untuk memoderasi efek buruk budaya pada realisasi refleksi kolektif. Hasil investigasi literatur pada artikel ini mengungkapkan bahwa kolektivisme dan high-power distance memberikan dampak positif dan negatif terhadap realisasi refleksi kolektif. Kolektivisme berkontribusi menciptakan suasana dengan dorongan emosional yang kuat di kalangan guru. Namun, kolektivisme secara negatif berkontribusi pada keengganan untuk berkomentar dan dikomentari karena adanya rasa tanggung jawab untuk mencegah konflik. Kondisi ini dapat menyebabkan kurangnya kekritisan dan menghambat perubahan. Sehubungan dengan efek hig-power distance, terungkap bahwa refleksi kolektif dipengaruhi secara negatif. Serupa dengan efek negatif yang dihasilkan dari internalisasi kolektivisme, high-power distance juga mendorong keragu-raguan dalam berkomentar dan dikomentari. Selain itu, juga menimbulkan ketergantungan pada ahlinya, kurangnya kreativitas, dan kurangnya keinginan lebih. Untuk mengurangi efek negatif dari dimensi budaya, beberapa alternatif disarankan dalam artikel ini, yaitu mempertahankan Lesson Study (LS) dan Action Education (EA), secara eksplisit mengundang guru pemula untuk terlibat dalam tahap refleksi, dan mempromosikan refleksi yang berorientasi pada makna.

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Appreciated but constrained: reflective practice of student teachers in learning communities in a Confucian heritage culture

Cited by 21 publications

References 30 publications

Do academics’ emotions in teaching affect their organizational commitment?

Do academics’ emotions in teaching affect their organizational commitment?

Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking: Evidence From a Confucian Context

Pengaruh Dimensi Budaya terhadap Implementasi Refleksi Kolektif dalam Perspektif Collectivism dan High-Power Distance

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