Chinese and German Teachers' and Parents' Conceptions of Learning at Play--Similarities, Differences, and (In)Consistencies

Autor/inn/en	Wu, Shu-Chen; Faas, Stefan; Geiger, Steffen
Titel	Chinese and German Teachers' and Parents' Conceptions of Learning at Play--Similarities, Differences, and (In)Consistencies
Quelle	In: European Early Childhood Education Research Journal, 26 (2018) 2, S.229-245 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2018.1442034
Schlagwörter	Teacher Attitudes; Parent Attitudes; Play; Focus Groups; Learning Processes; Foreign Countries; Cross Cultural Studies; Educational Change; Qualitative Research; Kindergarten; Preschool Teachers; Ethnography; Cultural Influences; Social Influences; Educational Policy; Observation; Semi Structured Interviews; Hong Kong; Germany + Suchen Sie Ihr Suchwort? Lehrerverhalten; Elternverhalten; Spiel; Learning process; Lernprozess; Ausland; Cultural comparison; Kulturvergleich; Bildungsreform; Qualitative Forschung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ethnografie; Cultural influence; Kultureinfluss; Sozialer Einfluss; Politics of education; Bildungspolitik; Beobachtung; Hongkong; Deutschland
Abstract	This qualitative study investigated Chinese and German teachers' and parents' conceptions and understanding of learning at play. A total of 28 teachers and 12 parents took part in this study. Among the participants, 12 kindergarten teachers (6 German and 6 Chinese) were interviewed to obtain their perspectives on learning at play. These participants assisted the researchers in the selection of exemplary play episodes used in their own classrooms. Four three-minute videos containing the largest amount of learning elements based on the teachers' views were selected from each culture. Applying video-cued multivocal ethnography, the selected video clips were shown to 16 other teachers (8 German and 8 Chinese) and 12 parents (6 German and 6 Chinese) in focus groups to elicit their conceptions and understanding of learning at play. The findings revealed different social and cultural representations of educational activities between Hong Kong and Germany, the contributions of which are important and useful for professional practices and curricular policies in these two countries currently undergoing education reforms. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01