Adapting Western Pedagogies for Chinese Literacy Instruction: Case Studies of Hong Kong, Shenzhen, and Singapore Preschools

Autor/inn/en	Li, Hui; Rao, Nirmala; Tse, Shek Kam
Titel	Adapting Western Pedagogies for Chinese Literacy Instruction: Case Studies of Hong Kong, Shenzhen, and Singapore Preschools
Quelle	In: Early Education and Development, 23 (2012) 4, S.603-621 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2010.536441
Schlagwörter	Direct Instruction; Asian Culture; Foreign Countries; Literacy Education; Teacher Attitudes; Teaching Methods; Early Childhood Education; Western Civilization; Instructional Innovation; Educational Practices; Educational Policy; Comparative Education; Cultural Differences; Culturally Relevant Education; Educational Change; Case Studies; China; Hong Kong; Singapore + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Ausland; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational Innovation; Bildungsinnovation; Bildungspraxis; Politics of education; Bildungspolitik; Vergleichende Erziehungswissenschaft; Kultureller Unterschied; Bildungsreform; Case study; Fallstudie; Case Study; Hongkong; Singapur
Abstract	Research Findings: Western ideas and progressive pedagogies have been introduced to China (including Shenzhen), Hong Kong, and Singapore to replace traditional Chinese pedagogy. But these imported ideas are not congruent with traditional Chinese culture and thus have encountered resistance from Chinese teachers. The present study observed and analyzed 18 early childhood classrooms in the 3 localities and questioned the class teachers about their respective teaching practices to see how those ideas were actually turned into practice. Whole-class direct instruction was found to be the predominant Chinese pedagogical mode. This indicates that Chinese traditional pedagogy still dominated those Chinese preschool classrooms. Slight societal differences in classroom practice were also found, reflecting the spectrum of openness and Westernization of the 3 cities. Practice or Policy: The findings suggest that people should adapt rather than adopt those pedagogical innovations developed in other sociocultural milieu, as different societies have different social, cultural, and educational traditions. Cultural appropriateness should be seriously considered when choosing the pedagogies to be adapted. Moreover, influences from the culture, language, teachers, parents, resources available, and the prevailing education system should also be taken into consideration when planning for pedagogical reforms. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10