Hui Li|Nirmala Rao|Shek Kam Tse
Adapting Western Pedagogies for Chinese Literacy Instruction: Case Studies of Hong Kong, Shenzhen, and Singapore Preschools
University of Hong Kong|University of Hong Kong|University of Hong Kong
research findings western ideas progressive pedagogies introduced china including shenzhen hong kong singapore replace traditional chinese pedagogy imported ideas congruent traditional chinese culture thus encountered resistance chinese teachers present study observed analyzed 18 early childhood classrooms 3 localities questioned class teachers respective teaching practices see ideas actually turned practice wholeclass direct instruction found predominant chinese pedagogical mode indicates chinese traditional pedagogy still dominated chinese preschool classrooms slight societal differences classroom practice also found reflecting spectrum openness westernization 3 cities practice policy findings suggest people adapt rather adopt pedagogical innovations developed sociocultural milieu different societies different social cultural educational traditions cultural appropriateness seriously considered choosing pedagogies adapted moreover influences culture language teachers parents resources available prevailing education system also taken consideration planning pedagogical reforms