期刊論文
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
- Teaching and Teacher Education, 85(0), 81-91, 2019
- Elsevier Ltd.
- 2019
-
- Hong Kong
-
- 1997.7 onwards
-
- 學前教育
- 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.]
-
- 英文
- 期刊論文
-
- 0742051X
- https://bibliography.lib.eduhk.hk/tc/bibs/d2e559ad
- 2020-08-26
最近的期刊論文
Use of digital tools by English language schoolteachers期刊論文
Understanding and planning for informal learning space development: A case study in Hong Kong期刊論文
Tian Shi (Timing) Di Li (Context) Ren He (Human capital): A new theoretical framework for analyzing the implementability of imported early childhood practices and making a case for a hybrid model期刊論文
The structure of interpersonal teacher behaviour in Hong Kong secondary schools期刊論文
The perspective of new managerialism on changes in Hong Kong's self-financing post-secondary education institutions: Progress, challenges and outlook期刊論文
The impact of e-learning technologies on entrepreneurial and sustainability performance期刊論文
The effect of conceptions of learning and prior online course experiences on students’ choice of learning spaces for synchronous online learning during COVID-19期刊論文
The complexities of mathematical knowledge and beliefs within initial teacher education: An analysis of three cases期刊論文