Guopeng Fu
Biographic Data
| ID | 6458355 |
|---|---|
| NAME | Guopeng Fu |
| GIVEN NAMES | Guopeng |
| FAMILY NAME | Fu |
| SIGNATURE | FU G |
| AFFILIATIONS | East China Normal University |
| ORCID | 0000-0002-6070-2181 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Structural and cultural properties in teachers’ practices
Connected by emotion
Taking on an agentic perspective, this study employed a digital ethnographic approach to examine a science teacher's emotional experiences in an online graduate science education course during the COVID‐19 pandemic. Veronika, the teacher, revealed her feelings of grievance and loss to the graduate course cohort at the advent of large‐scale school closures. Her emotions, shared through the online course, connected the members of the cohort to over…
The development and impact of teachers’ collective agency during Covid-19
Teacher education programmes are embedded in both higher and K-12 education contexts. This study explores how collective teacher agency is developed and manifested within two online teacher education courses in a Canadian university and a Chinese university, respectively, under the Covid-19 pandemic context. Employing a digital ethnographic approach, this study reveals that: 1) the structural changes caused by the pandemic create common goals for…
The knowledge-based versus student-centred debate on quality education
Chinese education scholars Cesan Wang and Qiquan Zhong led a debate over knowledge centredness versus student centredness in China’s ongoing pre-collegiate curriculum reform. The debate was considered the most influential academic event in the past 30 years in the field of education in China. Employing a Critical Discourse Analysis approach, this paper examined the power dynamics in the reform reflected through the debate texts and interview tran…
The knowledge-based versus student-centred debate on quality education
Chinese education scholars Cesan Wang and Qiquan Zhong led a debate over knowledge centredness versus student centredness in China’s ongoing pre-collegiate curriculum reform. The debate was considered the most influential academic event in the past 30 years in the field of education in China. Employing a Critical Discourse Analysis approach, this paper examined the power dynamics in the reform reflected through the debate texts and interview tran…
The knowledge-based versus student-centred debate on quality education
Chinese education scholars Cesan Wang and Qiquan Zhong led a debate over knowledge centredness versus student centredness in China’s ongoing pre-collegiate curriculum reform. The debate was considered the most influential academic event in the past 30 years in the field of education in China. Employing a Critical Discourse Analysis approach, this paper examined the power dynamics in the reform reflected through the debate texts and interview tran…
The development and impact of teachers’ collective agency during Covid-19
Teacher education programmes are embedded in both higher and K-12 education contexts. This study explores how collective teacher agency is developed and manifested within two online teacher education courses in a Canadian university and a Chinese university, respectively, under the Covid-19 pandemic context. Employing a digital ethnographic approach, this study reveals that: 1) the structural changes caused by the pandemic create common goals for…
Connected by emotion
Taking on an agentic perspective, this study employed a digital ethnographic approach to examine a science teacher's emotional experiences in an online graduate science education course during the COVID‐19 pandemic. Veronika, the teacher, revealed her feelings of grievance and loss to the graduate course cohort at the advent of large‐scale school closures. Her emotions, shared through the online course, connected the members of the cohort to over…
Structural and cultural properties in teachers’ practices
China (3 works) · Pedagogy (3 works) · Sociology (3 works) · Agency (philosophy) (2 works) · Curriculum (2 works) · Educational Environments and Student Outcomes (2 works) · Educational Theory and Curriculum Studies (2 works) · Global Educational Policies and Reforms (2 works) · Political science (2 works) · Teacher education (2 works)