Teaching transformation under centralized curriculum and teacher learning community: Two Chinese chemistry teachers' experiences in developing inquiry-based instruction |
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| Institution: | 1. Department of Teaching and Learning, University of Nevada, Las Vegas, 4505 Maryland Parkway, Box 35005, Las Vegas, NV 89154-3005, USA;2. Department of Curriculum and Instruction, Texas Tech University, 3008 18th Street, Lubbock, TX 79409, USA;1. Queensland University of Technology, Victoria Park Rd Kelvin Grove, Brisbane QLD 4059, Australia;2. Kristiania University College School of Health Sciences, Høyskolen Kristiania PB 1190 Sentrum, 0107, Oslo, Norway;3. Australian Catholic University, Institute for Learning Sciences & Teacher Education, Brisbane Campus, Level 4, 229 Elizabeth Street, Brisbane CBD, QLD, 4000, Australia;4. University of South Australia, Education Futures GPO Box 2471, Adelaide SA 5001, Australia;5. University of Queensland, School of Education, Office 510 Social Sciences Building 24 Campbell Road, St. Lucia, QLD 4072, Australia;6. University of South Australia, Educations Futures GPO Box 2471, Adelaide SA 5001, Australia;1. University of Pennsylvania, United States;2. University of North Caroline at Charlotte, United States |
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| Abstract: | The establishment of centralized curriculum standards and school-based teacher learning communities are presumably necessary to reform science teaching towards inquiry-based instruction in many countries. Drawing on interview, document, and unit plan data from two high school chemistry teachers in China, this study examines these assumptions. Findings indicated that both teachers developed different kinds of science teaching practices despite working under the centralized science curriculum and school-based teacher learning communities. Different teaching experiences of the two teachers and their school cultures of teaching interacted with the centralized curriculum and teacher teaching community to consequently shape their teaching practices in different ways. |
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| Keywords: | Inquiry-based instruction Teacher-learning community Centralized curriculum |
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