New Curriculum Reform in the People's Republic of China: A Paradigm Shift and Impacts on Secondary School Teachers

• In Event: 75.062 - Poster Session 18
  In Poster Session: 75.062-5 - Shifting Paradigms in Schools and Classrooms

Abstract

This study examined P.R.C’s new curriculum reform (NCR) and its impacts on secondary school teachers from Bronfenbrenner’s ecological model and an institutional/political perspective. Analysis of NCR policy documents and in-depth semi-structured interviews of 22 teachers suggest that NCR responds both to local educational needs and external calls for globalization and education of competent citizens. Findings also indicate ambiguity in western borrowed concepts and lack of adequate support which posed great challenges for teachers. Though NCR moves towards decentralization, teachers had to work extended hours and felt overstressed due to rigid requirements for implementing the policies. It seems that, while NCR is a welcome policy for pedagogical reform, local resources and support for implementation are not fully in place for teachers.

Authors

• Gulbahar H. Beckett, Iowa State University

• Juanjuan Zhao, University of Cincinnati