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Experiences of Teachers Using Student-Centered Approaches in China = = Guo jiao shi yun yong yi xiao sheng wei zhong xin de jing yan

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Experiences of Teachers Using Student-Centered Approaches in China =/
其他題名:	Guo jiao shi yun yong yi xiao sheng wei zhong xin de jing yan
其他題名:	Guo jiao shi yun yong yi xiao sheng wei zhong xin de jing yan
作者:	Roytblat, Raven.
面頁冊數:	1 online resource (122 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-01, Section: A.
Contained By:	Dissertations Abstracts International84-01A.
標題:	Education policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29256235click for full text (PQDT)
ISBN:	9798834043737

Experiences of Teachers Using Student-Centered Approaches in China = = Guo jiao shi yun yong yi xiao sheng wei zhong xin de jing yan
Roytblat, Raven.

Experiences of Teachers Using Student-Centered Approaches in China =Guo jiao shi yun yong yi xiao sheng wei zhong xin de jing yanGuo jiao shi yun yong yi xiao sheng wei zhong xin de jing yan - 1 online resource (122 pages)

Source: Dissertations Abstracts International, Volume: 84-01, Section: A.

Thesis (Ph.D.)--Walden University, 2022.

Includes bibliographical references

Schoolteachers in China are required by the government to transition from teacher-centered to student-centered instruction. Researchers have shown the challenges of and successes in implementing the instructional changes; however, a gap exists surrounding the challenges and successes of reforms from the perspective of teachers. The purpose of this generic qualitative study was to better understand the experiences of Chinese schoolteachers as the system of education in China transitions from teacher-centered to student-centered classroom instruction. The conceptual framework for this study included Schon's concept of the reflective practitioner and Liu and Hallinger and Knapp et al.'s work on the role of school leadership in the experience of teachers during systemic change. The research question focused on what Chinese schoolteachers experience as the education system in China transitions from teacher-centered instruction to student-centered instruction. Using open coding, six interviews were analyzed for emergent codes and themes. Three themes reflected teachers' need for professional development, the development over time of teachers' student-centered practice, and teachers' selection of pedagogy that is supportive of student needs and interests. The results may have implications for positive social change as the government, school leaders, and professional development providers in China find ways to provide development opportunities that are more aligned with teachers' needs. At this time of rapid cultural and economic growth in China, more support for Chinese schoolteachers could help China prepare graduates who are more creative and increasingly innovative thinkers, which is critical for China's 21st century economic advancement.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798834043737Subjects--Topical Terms:

2191387
Education policy.
Subjects--Index Terms:

ChinaIndex Terms--Genre/Form:

542853
Electronic books.

Experiences of Teachers Using Student-Centered Approaches in China = = Guo jiao shi yun yong yi xiao sheng wei zhong xin de jing yan
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520 $a Schoolteachers in China are required by the government to transition from teacher-centered to student-centered instruction. Researchers have shown the challenges of and successes in implementing the instructional changes; however, a gap exists surrounding the challenges and successes of reforms from the perspective of teachers. The purpose of this generic qualitative study was to better understand the experiences of Chinese schoolteachers as the system of education in China transitions from teacher-centered to student-centered classroom instruction. The conceptual framework for this study included Schon's concept of the reflective practitioner and Liu and Hallinger and Knapp et al.'s work on the role of school leadership in the experience of teachers during systemic change. The research question focused on what Chinese schoolteachers experience as the education system in China transitions from teacher-centered instruction to student-centered instruction. Using open coding, six interviews were analyzed for emergent codes and themes. Three themes reflected teachers' need for professional development, the development over time of teachers' student-centered practice, and teachers' selection of pedagogy that is supportive of student needs and interests. The results may have implications for positive social change as the government, school leaders, and professional development providers in China find ways to provide development opportunities that are more aligned with teachers' needs. At this time of rapid cultural and economic growth in China, more support for Chinese schoolteachers could help China prepare graduates who are more creative and increasingly innovative thinkers, which is critical for China's 21st century economic advancement.
520 $a 政府要求中国的教师从以教师为中心转向以学生为中心的教学。研究人员已经展示了实施教学变革的挑战和成功；然而，从教师的角度来看，围绕改革的挑战和成功存在差距。这项通用定性研究的目的是为了更好地了解中国教育体系从以教师为中心向以学生为中心的课堂教学转变时中国教师的经历。本研究的概念框架包括 Schon 的反思实践者概念，以及 Liu、Hallinger 和 Knapp 等人关于学校领导在系统变革期间教师体验中的作用的工作。研究问题的重点是随着中国教育系统从以教师为中心的教学向以学生为中心的教学转变，中国教师的体验如何。使用开放编码，分析了六次访谈的紧急代码和主题。三个主题反映了教师对专业发展的需求、教师以学生为中心的实践随时间的发展以及教师选择支持学生需求和兴趣的教学法。随着中国政府、学校领导和专业发展提供者想方设法提供更符合教师需求的发展机会，这些结果可能会对积极的社会变革产生影响。在中国文化和经济快速发展的当下，对中国教师的更多支持可以帮助中国培养出更具创造力和不断创新的思想家的毕业生，这对中国 21 世纪的经济发展至关重要。
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