Collective Agency among Physics Teachers: A Case in China’s Curriculum Reform
International Journal of Secondary Education
Volume 2, Issue 6, December 2014, Pages: 94-101
Received: Dec. 19, 2014; Accepted: Dec. 28, 2014; Published: Jan. 12, 2015
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Guopeng Fu, Department of Curriculum and Pedagogy, University of British Columbia, Vancouver, Canada
Samson Nashon, Department of Curriculum and Pedagogy, University of British Columbia, Vancouver, Canada
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This study explored how secondary physics teachers exercised their collective agency in the process of adopting and adapting to a nation-wide curriculum reform in China. Through an ethnographic approach and drawing on Social Cognitive Theory, physics teachers’ collective agency was explored and interpreted. The results revealed that collective agency was a mediating bridge through which the discrepancies between reform mandates and teachers’ pedagogies and curriculum interpretations were negotiated. Further, collective agency helped teachers to cope with uncertainties generated by the reform and offered mental supports. Moreover, the reform mandates undermined the traditional power hierarchy within teachers and thus stimulated teachers’ collective agency. The study demonstrates the interdependent relations between collective agency and reform environment and has implications for theory, practice, curriculum, and research.
Physics Teacher, Collective Agency, Chinese Curriculum Reform
To cite this article
Guopeng Fu, Samson Nashon, Collective Agency among Physics Teachers: A Case in China’s Curriculum Reform, International Journal of Secondary Education. Vol. 2, No. 6, 2014, pp. 94-101. doi: 10.11648/j.ijsedu.20140206.11
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