Collaborative enquiry, action research, and curriculum development in rural China

How can we facilitate a process of educational change

Datos Bibliográficos

ID6134738
AutoresPeidong Li (0009-0001-7870-3609, Ningxia Teachers University, China), Moira Laidlaw (Ningxia Teachers University, China)
Año2006
Volumen4
Número3
Páginas333-350
Fecha de publicación2006-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaAction Research (JOURNAL)
Identificadores de la revistaISSN: 1476-7503 • E-ISSN: 1741-2617
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.1177/1476750306066805
OpenAlexW2076676737
IdiomaEN
Citas recibidas3
Referencias citadas5

This article shows how two colleagues, one Chinese, one British, are learning to work together in a Teachers’ College in northwest China as we help to facilitate change in our organization. The change constitutes the setting up of action research enquiries as a way of enhancing learning and professional development together with changes in The New Curriculum for the teaching of English. Tentative conclusions are drawn about our educational influence on each other, colleagues in our department and beyond, as well as its effects on curriculum development. By working through our assumptions we show some of the benefits of our collaboration and how we have overcome some fundamentally different precepts about education. The most profound of these are concerned with the differing epistemological norms and attitudes to collectivism and individualism. We discover the significance of keeping open minds in enhancing our insights and actions and in our conclusion look to the possible characteristics of our collaboration in the future

Action (physics · Action research · China · Collectivism · Curriculum · Engineering ethics · Individualism · Pedagogy · Political science · Professional development · Sociology · Work (physics · Global Education and Multiculturalism · Social and Cultural Dynamics · Teacher Education and Leadership Studies