Comparison of Teachers' and Students' Perspectives on Education Reform in China in 2012 and 2022

• In Event: Fairmont Roundtable Session Seven
  In Roundtable Session: Comprehensive Perspectives on Teaching and Learning in Asian Contexts (Table 6)

Abstract

This mixed methods study compares how secondary teachers implemented Reform in China in 2012 and in 2022. Major sources of data were surveys from sample teachers and students in 16-24 sample schools. Results from open-ended questions and classroom observations were also used. Conclusions of the current study indicate that even though teacher-directed lessons still dominated, teachers were able to use a variety of student-centred learning methods and technology integration. Predominant student evaluation strategies used were tests, classwork, assignments, and examinations. However, 30% of the sample students and 20% of the sample teachers stated that classroom behaviour was affecting their work. A major obstacle for the reform remains high-stakes examinations. Educators in all jurisdictions can learn from reform efforts in China.

Author

• Peter Yee Han Joong, University of the West Indies
  Presenting Author