On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens

On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens

• Huang, Runke University of Oxford
• Yang, Weipeng Singapore University of Social Sciences
• Li, Hui Macquarie University

Teaching and Teacher Education, 85(0), 81-91, 2019

Elsevier Ltd.

2019

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods
• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities

Participatory Pedagogy Constructivism Instructivism Pedagogical Interaction Chinese Early Childhood Education

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

This study investigated the pedagogical interactions between teachers and young children in six sampled Chinese kindergarten classrooms. Altogether 4320 turns of dialogue were coded from 27 videotaped pedagogical activities, and the 12 class teachers were surveyed and interviewed. The results revealed a unique Chinese pedagogical interaction that is a fusion of participatory and transmissive pedagogies: teachers directed the interactions with open-ended questions and whole-class dialogues, whereas children responded with short answers based on the learning content. This was reported by the teachers to be associated with the joint influence of related child, teacher, and cultural factors.
[Copyright of Teaching and Teacher Education is the property of Elsevier Ltd.]

• English

Journal Articles

• 0742051X

• 10.1016/j.tate.2019.06.009

https://bibliography.lib.eduhk.hk/en/bibs/d2e559ad

2020-08-26