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Teaching transformation under centralized curriculum and teacher learning community: Two Chinese chemistry teachers' experiences in developing inquiry-based instruction
ARTICLE

, Department of Teaching and Learning, United States ; , Department of Curriculum and Instruction, United States

TATE Volume 44, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The establishment of centralized curriculum standards and school-based teacher learning communities are presumably necessary to reform science teaching towards inquiry-based instruction in many countries. Drawing on interview, document, and unit plan data from two high school chemistry teachers in China, this study examines these assumptions. Findings indicated that both teachers developed different kinds of science teaching practices despite working under the centralized science curriculum and school-based teacher learning communities. Different teaching experiences of the two teachers and their school cultures of teaching interacted with the centralized curriculum and teacher teaching community to consequently shape their teaching practices in different ways.

Citation

Gao, S. & Wang, J. (2014). Teaching transformation under centralized curriculum and teacher learning community: Two Chinese chemistry teachers' experiences in developing inquiry-based instruction. Teaching and Teacher Education: An International Journal of Research and Studies, 44(1), 1-11. Elsevier Ltd. Retrieved October 18, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2014.07.008

Keywords