Physics Teacher Collaboration as a Learning Strategy: A Case in Chinese Curriculum Reform

• In Event: Enhancing Teacher Efficacy Through Program and Instructional Reform

Abstract

This research focuses on how high school physics teachers learn in an attempt to adopt and adapt to the curriculum reform in China. Thirteen teachers from three high schools in Zhengzhou city participated in this research. The results revealed that teacher collaboration was a complement to government professional development programs; the reform mandates reduced power hierarchy between novice and veteran teachers; teacher collaboration was motivated by the uncertainties in the reform and by teachers’ desire to improve student performance; administrative support was a key for successful teacher collaboration.

Author

• Guopeng Fu, The University of British Columbia