Collective Agency among Physics Teachers: A Case in China’s Curriculum Reform
Guopeng Fu,
Samson Nashon
Issue:
Volume 2, Issue 6, December 2014
Pages:
94-101
Received:
19 December 2014
Accepted:
28 December 2014
Published:
12 January 2015
DOI:
10.11648/j.ijsedu.20140206.11
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Abstract: 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.
Abstract: 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 agen...
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Video Games in Teaching-Learning Processes: A Brief Review
Edgar Manuel Cano Cruz,
Juan Andrés Velázquez Cruz,
Juan Gabriel Ruiz Ruiz,
Luis David Huerta Hernández
Issue:
Volume 2, Issue 6, December 2014
Pages:
102-105
Received:
30 November 2014
Accepted:
31 December 2014
Published:
12 January 2015
DOI:
10.11648/j.ijsedu.20140206.12
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Abstract: Along with knowledge acquisition, techniques and procedures, the goal of education is to develop individuals capable of reacting to planned or unplanned circumstances, making decisions in a set time. The focus of digital game-based learning (DGBL) under an instructional framework context, pedagogical standards link where computer games are an integral part of learning. You teach with computer games for teaching content, has the potential to positively influence the motivation of students to learn and retain knowledge. In this article we have reviewed literature in this field and determined whether the use of computer games, especially in mathematics, contributes to a more efficient implementation of educational objectives at all levels of education.
Abstract: Along with knowledge acquisition, techniques and procedures, the goal of education is to develop individuals capable of reacting to planned or unplanned circumstances, making decisions in a set time. The focus of digital game-based learning (DGBL) under an instructional framework context, pedagogical standards link where computer games are an integ...
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