TY - JOUR
T1 - Adapting Western pedagogies for Chinese literacy instruction
T2 - case studies of Hong Kong, Shenzhen, and Singapore preschools
AU - Li, Hui
AU - Rao, Nirmala
AU - Tse, Shek Kam
PY - 2012/7/1
Y1 - 2012/7/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=84863484587&partnerID=8YFLogxK
U2 - 10.1080/10409289.2010.536441
DO - 10.1080/10409289.2010.536441
M3 - Article
AN - SCOPUS:84863484587
SN - 1040-9289
VL - 23
SP - 603
EP - 621
JO - Early Education and Development
JF - Early Education and Development
IS - 4
ER -