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ERIC Number: EJ970423
Record Type: Journal
Publication Date: 2012
Pages: 19
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-1040-9289
Adapting Western Pedagogies for Chinese Literacy Instruction: Case Studies of Hong Kong, Shenzhen, and Singapore Preschools
Li, Hui; Rao, Nirmala; Tse, Shek Kam
Early Education and Development, v23 n4 p603-621 2012
Research Findings: Western ideas and progressive pedagogies have been introduced to China (including Shenzhen), Hong Kong, and Singapore to replace traditional Chinese pedagogy. But these imported ideas are not congruent with traditional Chinese culture and thus have encountered resistance from Chinese teachers. The present study observed and analyzed 18 early childhood classrooms in the 3 localities and questioned the class teachers about their respective teaching practices to see how those ideas were actually turned into practice. Whole-class direct instruction was found to be the predominant Chinese pedagogical mode. This indicates that Chinese traditional pedagogy still dominated those Chinese preschool classrooms. Slight societal differences in classroom practice were also found, reflecting the spectrum of openness and Westernization of the 3 cities. Practice or Policy: The findings suggest that people should adapt rather than adopt those pedagogical innovations developed in other sociocultural milieu, as different societies have different social, cultural, and educational traditions. Cultural appropriateness should be seriously considered when choosing the pedagogies to be adapted. Moreover, influences from the culture, language, teachers, parents, resources available, and the prevailing education system should also be taken into consideration when planning for pedagogical reforms. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; Hong Kong; Singapore