Individual and Collective Agencies in China's Curriculum Reform: A Case of Physics Teachers

Autor/inn/en	Fu, Guopeng; Clarke, Anthony
Titel	Individual and Collective Agencies in China's Curriculum Reform: A Case of Physics Teachers
Quelle	In: Journal of Research in Science Teaching, 56 (2019) 1, S.45-63 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fu, Guopeng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21467
Schlagwörter	Physics; Science Teachers; Social Cognition; Ethnography; Secondary School Teachers; Teaching Methods; Educational Change; Curriculum Development; Faculty Development; Teacher Collaboration; Social Structure; Individualism; Collectivism; Foreign Countries; China + Suchen Sie Ihr Suchwort? Physik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Soziale Kognition; Ethnografie; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerkooperation; Sozialstruktur; Individualismus; Ausland
Abstract	This study explores how physics teachers in a high school negotiate the relationships between individual and collective agencies in the context of the on-going curriculum reform in China. Drawing on Bandura's social cognitive theory, the study employs ethnographical methods including observation, interviewing, and the researcher's and teachers' reflective journaling through the researcher's involvement with various school activities. The findings indicate that collective teacher agency creates a platform for individual teachers' professional development, a conducive culture for teacher collaboration, and provides concrete examples that individual teachers can constantly refer to, reflect upon, and learn from for reform implementation. The results offer an understanding of the influences underlying physics teachers' agency deployment as they engage with curriculum reform processes, especially the negotiation between individual and collective agencies. The findings justify a case for preparing physics teachers on how to deploy both individual and collective agencies in the face of the complicated social structures and ultimately shed light on the desired curriculum decentralization in the Chinese school system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01