Chinese Kindergarten Teachers' Conceptions and Implementations of Constructivist Teaching: A Qualitative Case Study

• In Event: Cross-Continental Perspectives on the Lives of Teachers

Abstract

Constructivist teaching ideas are similar to Confucian teaching in many respects. However, limited research has been conducted to examine Chinese teacher conceptions and implementations of constructivism, especially at the kindergarten level. This case study presents findings and discussions about how Chinese kindergarten teachers understood and practiced constructivism. The study shows that the participants thought constructivism not only compatible with but also an enrichment of Confucian teaching today. In addition, for the teachers to practice constructivism, they utilized different strategies to work with parents and evaluators who emphasized knowledge acquisition and feasible outcomes. The findings provide implications for thinking about what aspects of constructivism are compatible with Chinese culture and suggestions for practitioners and policy makers.

Author

• Zitong Wei, Indiana University - Bloomington