Health First’ and curriculum reform in China
The experiences of physical education teachers in one city
Bibliographic Data
| ID | 12565714 |
|---|---|
| Authors | Xuan Meng (0000-0002-0848-2177, Beijing Sport University), Andrew Horrell (0000-0002-4497-3336, The University of Edinburgh, UK, corresponding author), Paul Mcmillan (0000-0003-1877-535X, The University of Edinburgh, UK), Guorong Chai (0000-0002-0128-9964, Beijing Sport University) |
| Year | 2020 |
| Volume | 27 |
| Issue | 3 |
| Pages | 595-612 |
| Publication date | 2020-12-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Physical Education Review (JOURNAL) |
| Journal identifiers | ISSN: 1356-336X • E-ISSN: 1741-2749 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1356336x20977886 |
| OpenAlex | W3118116887 |
| Language | EN |
| Citations received | 16 |
| References cited | 28 |
Globally, nation states have concerns about health, and this has led to a proliferation of initiatives and policies, which either have a direct or indirect influence on education in schools. This article focuses specifically on how China, with the largest public education system in the world, has sought to transform the health of the nation through national curriculum reform informed by policies from other nations, which has significant implications for physical education (PE). Guided by Charmaz’s (2014) grounded theory, 22 PE teachers from 13 secondary schools in the north of mainland China were interviewed to provide a unique insight into how changes in curriculum were taken up and responded to. Analysis of data from this study indicated that the demands of implementing the new curriculum have their origins in complexities that go beyond individual teachers’ perceptions of health and change. Teachers expressed concerns about the reforms and there were several further contextual factors limiting the realisation of curriculum reform guided by the maxim of ‘Health First’. Teachers were uncertain of how to enact changes and reorientate their practices so that they were in line with the expectations of developing health through PE. The development of an examination in PE also strongly influenced the teachers’ perceptions of what to prioritise
China · Curriculum · Curriculum development · Grounded theory · Health education · Mainland China · Medical education · National curriculum · Pedagogy · Physical education · Political science · Public health · Public relations · Qualitative research · Social science · Sociology · Teacher education · Education Practices and Challenges · Inclusion and Disability in Education and Sport · Medicine · Nursing · Physical Education and Pedagogy
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| Unique citing works | 16 |
|---|---|
| Citations per year | 3.2 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 16 |