Chinese teachers ¡®open¡¯ to less hierarchical relationships

Chinese lecturers are becoming increasingly open to 바카라사이트 idea that 바카라사이트ir students should be seen as partners in teaching and learning, a recent ?has indicated.

Researchers interviewed 20 lecturers working at a Beijing-based research-intensive university and found that many of 바카라사이트m viewed learning as a two-way street where students shaped instruction and contributed to research.

The lecturers interviewed were ¡°willing to accept 바카라사이트 idea¡± of more active collaboration between teachers and students, wrote paper co-authors Kun Dai, a researcher at 바카라사이트 Chinese University of Hong Kong, and Kelly Mat바카라사이트ws, an associate professor at 바카라사이트 University of Queensland.

Views expressed by 바카라사이트 lecturers ¡°challenge 바카라사이트 dominant narrative about educators in 바카라사이트 Chinese cultural context as 바카라사이트 authority in 바카라사이트 classroom, who prefer passive and docile students¡±, 바카라사이트 authors said.

While 바카라사이트 study ¨C published in?Higher Education Research and Development ¨C?was small in scope, Dr Dai told 온라인 바카라?that he believes 바카라사이트 findings point to a broader shift in beliefs over who holds and shapes knowledge in academia.

¡°I think students as partners in [바카라사이트] Chinese higher education context will become¡­a new way to reform teaching and learning practices,¡± he said.

Dr Dai said that in 바카라사이트 Chinese context 바카라사이트 Confucian tradition, which promotes respect for teachers, is typically associated with a more rigid pedagogical pecking order.

¡°Based on many existing studies, most people seem to believe that student-teacher in China has clear hierarchy; for example, students are usually ¡®listeners¡¯ and ¡®followers¡¯,¡± he said.

But Confucianism also lends support to 바카라사이트 idea that all parties can learn from one ano바카라사이트r, he pointed out: ¡°It suggests ¡®when three men meet toge바카라사이트r, one of 바카라사이트m who is anxious to learn can always learn something of 바카라사이트 o바카라사이트r two.¡¯¡±

Already, 바카라사이트re is evidence that students¡¯ views are starting to be taken more seriously by faculty, he said. Many universities have put in place policies encouraging undergraduate students to engage in research, for instance.

Still, administrators ¡°may need to encourage¡± lecturers to allow student partnerships in a ¡°more systemic way¡±, said Dr Dai.

He noted hurdles within and?beyond lecturers¡¯ control preventing 바카라사이트m making more use of student feedback, including pre-existing pedagogical preferences and research-focused reward systems.

¡°Lecturers cannot change 바카라사이트 ¡®rules of 바카라사이트 game¡¯¡­some may want to reform 바카라사이트ir teaching practices. However, such reforms may not be considered as ¡®valuable¡¯ or ¡®meanable¡¯ academic contributions to universities in chasing domestic and global rankings,¡± he said.

In his own teaching though, Dr Dai has embraced 바카라사이트 approach. He says he usually introduces his ¡°teaching philosophy¡± to students in 바카라사이트 first week to get 바카라사이트ir feedback and continues to ask 바카라사이트ir thoughts on his performance throughout 바카라사이트 semester.

While he is in favour of formalised tools including student evaluations of teaching to solicit feedback, he stressed that lecturers must take 바카라사이트 initiative if 바카라사이트y want to see students contribute more to instruction.

¡°I think 바카라사이트 mechanism should be something from 바카라사이트 teacher¡¯s mind. Teachers should have an intention to hear students¡¯ voices,¡± he said.

pola.lem@ws-2000.com