In Search of a Third Space: Teacher Development in Mainland China

Tsui, Amy Β. M.; Wong, Jocelyn L. N.

doi:10.1007/978-90-481-3840-1_10

Cited by 28 publications

(19 citation statements)

References 17 publications

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“…Indeed, scholars have questioned the supposed teacher versus student-centered dichotomy. Researchers such as Carol Chan (2008) have argued that in the Chinese context there are examples of transformations in teaching practices that combine both "teacher-centered" and "student-centered" approaches, and there are examples of the creation of a "third space" (Tsui and Wong 2010) or "middle way" (Wong 2008) between these conceptual extremes of teaching practices (see also critique of the simple "memorization = surface learning" connection in the Confucian education tradition, with scholars suggesting the existence of a "memorization-understanding" process in the Chinese context: reviewed in Rao and Chan, 2010). Even in this study here, we find that the teachers Xing and Ren have made efforts to find a "middle ground" to combine both inquiry-based and tradition teaching strategies.…”

Section: Looking For Convergence and Possibilitiesmentioning

confidence: 99%

Reforms in pedagogy and the Confucian tradition: looking below the surface

2017

Cult Stud of Sci Educ

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This Forum article addresses some of the issues raised in the article by YingSyuan Huang and Anila Asghar's paper entitled: Science education reform in Confucian learning cultures: teachers' perspectives on policy and practice in Taiwan. An attempt is made to highlight the need for a more nuanced approach in considering the Confucian education tradition and its compatibility with education reforms. In particular, the article discusses issues concerning the historical development of the Confucian education tradition, challenges in reform implementation that are in reality tradition-independent, as well as opportunities and points of convergence that the Confucian education tradition presents that can in fact be favorable to implementation of reform-based pedagogies. Keywords Education reform · Confucian education tradition · Constructive alignment · ConvergenceJustification and arguments based on "culture" or "tradition" can be emotive and difficult to address, not necessarily because they are logically more defensible than others, but rather because it is easy to become blinded by such overarching and not infrequently nebulous and hard-to-define concepts that people nevertheless feel strongly about. If care is not taken to examine and define what aspects of culture and tradition are being invoked and what actual influence they have on the question at hand, surface differences between

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Section: Looking For Convergence and Possibilitiesmentioning

confidence: 99%

Reforms in pedagogy and the Confucian tradition: looking below the surface

2017

Cult Stud of Sci Educ

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“…These teacher led jiaoyanzu (subject groups) focus on how to conduct a good lesson including reviewing research that supports pedagogy (Tsui & Wong, 2010). In addition to fostering collaborative work, individual teacher preparation and grading responsibilities can be completed during the school day.…”

Section: The Educational Contextmentioning

confidence: 99%

Values and actions: An exploratory study of school principals in the mainland of China

Pisapia

Ying

2011

Front. Educ. China

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This paper explores the relationship between leader values and actions in the Chinese context. The Chinese Value Instrument (CVI) and the Strategic Leadership Questionnaire (SLQ) were used as the primary data collection tools. The CVI was used to measure the presence of ten values: (1) social harmony, (2) benevolence and honesty, (3) initiative and innovation (challenge and creativity), (4) achievement and power, (5) zhongyong (practicality and modesty), (6) stability, (7) familial loyalty, (8) happiness, (9) renqing (sympathy) and guanxi (personal relationships), and (10) freedom and equity. The findings indicate that achievement and initiative were at the low end of the value continuum. Familial loyalty, social harmony, and benevolence were at the high end of the value continuum. The SLQ measured the managing, transforming, bonding, bridging, and bartering actions leaders use to mobilize and gain support from followers. The findings indicate that the Chinese school principal management prototype is formed around transforming and bonding actions. This prototype changes depending on role assignment and school type. A connection between leader values and actions was established with regard to the values of achievement and power, benevolence and honesty, and stability.

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“…However, this kind of approaches may fail to consider that teacher learning is embedded in teachers' professional lives and working conditions (Lerman, 1998;Tsui, 2003;Tsui & Wong, 2009). The effectiveness of the programs, therefore, maybe limited, and the training teachers took could not effectively connect to their actual teaching practice and daily needs.…”

Section: Similarities and Differences Of Mathematics Teaching Expertimentioning

confidence: 99%

“…Form this point of view, these forms of teacher development approaches are practical in nature (Li & Huang, 2008) and are considered ''practice-oriented professional development'' (summarized by Li et al, in this issue). It has been well known from the literature that in Mainland China, there are many other forms of professional development approaches, like school-based apprenticeship practice and open-lessons (Tsui & Wong, 2009). All these approaches happen in a teacher's daily life and are pertinent to teachers' needs through a school-based teaching research mechanism (Huang, 2006).…”

Section: Similarities and Differences Of Mathematics Teaching Expertimentioning

confidence: 99%

Mathematics teaching expertise development approaches and practices: similarities and differences between Western and Eastern countries

Yang

Leung

2011

ZDM Mathematics Education

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This paper comments on the other papers in this issue related to how ''mathematics teaching expertise'' is conceptualized and the approaches employed to facilitate its development in Western and Eastern countries. Similarities and differences are found to exist in the conceptualization of mathematics teaching expertise and the development approaches employed. The papers in this issue share the similarity of exploring mathematics teaching expertise from the perspective of knowledge. Under the influence of this perspective, the approaches mentioned in the papers mainly focus on the development of teachers' knowledge. A feature in common among teacher development approaches employed in Western countries is to let teachers attend some courses or training programs designed or organized by mathematics teacher educators at universities. In contrast, teacher development approaches employed in Eastern countries, particularly those employed in Mainland China, are relatively more practical in nature and directly related to teachers' needs, like learning from observing exemplary teaching. This shows that the conception of mathematics teaching expertise and development approaches are culturally and contextually dependent. It is argued that a broader perspective of mathematics teaching expertise should be taken to explore mathematics teaching expertise and its development, and teacher expertise development should be conceptualized as a complex system rather than as some separated knowledge, skills and techniques.

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In Search of a Third Space: Teacher Development in Mainland China

Cited by 28 publications

References 17 publications

Reforms in pedagogy and the Confucian tradition: looking below the surface

Reforms in pedagogy and the Confucian tradition: looking below the surface

Values and actions: An exploratory study of school principals in the mainland of China

Mathematics teaching expertise development approaches and practices: similarities and differences between Western and Eastern countries

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