Implementing cross-culture pedagogies: cooperative learning at Confucian heritage cultures

Pham, Thi Hong Thanh Implementing cross-culture pedagogies: cooperative learning at Confucian heritage cultures. Dordrecht, Netherlands: Springer Netherlands, 2013. doi:10.1007/978-981-4451-91-8

Author Pham, Thi Hong Thanh
Title Implementing cross-culture pedagogies: cooperative learning at Confucian heritage cultures
Place of Publication Dordrecht, Netherlands
Publisher Springer Netherlands
Publication year 2013
Sub-type Research book (original research)
DOI 10.1007/978-981-4451-91-8
Open Access Status
Volume 25
Series Education in the Asia-Pacific Region: Issues, Concerns and Prospects
ISBN 9789814451901
ISSN 1573-5397
Language eng
Total number of pages 207
Collection year 2014
Formatted Abstract/Summary
► Discusses cooperative learning including underpinning perspectives, definitions and popular cooperative learning models
► Discusses how and why CHC nations have been trying to replace teacher-centered instruction to student-centered
► Discusses comparative cultural theories as frameworks to clarify differences in teaching and learning between the West and East
► Proposes culturally appropriate strategies to assist CHC teachers to reduce lecturing and adopt cooperative learning activities

During the last two decades Confucian heritage culture countries have widely promoted teaching and learning reforms to advance their educational systems. To skip the painfully long research stage, Confucian heritage culture educators have borrowed Western philosophies and practices with the assumption that what has been done successfully in the West will produce similar outcomes in the East. The wide importation of cooperative learning practices to Confucian heritage culture classrooms recently is an example. However, cooperative learning has been documented in many studies not to work effectively in Confucian heritage culture classrooms. The reason is that the educators often impose this instructional method on the students without a careful consideration of its appropriateness in the socio-cultural context of Confucian heritage culture countries. This procedure is not effective and professional because learning does not stand alone. Rather, it is shaped and influenced by other factors including teaching methods, learning tasks, assessment demands, workload and the learning culture of students in the local context. For cooperative learning to work effectively in Confucian heritage culture classrooms, reformers need to consider the importation of this approach in line with a careful examination of all supports and constraints that affect those factors that are associated with learning.

The volume provides an applied theoretical framework and culturally appropriate and practical instructions that could assist Confucian heritage culture educators and teachers to address various factors at multiple levels in order to optimize success in importing cooperative learning to their classrooms. Overall, it provides strategies to assist Confucian heritage culture teachers to change their teaching practices, redesign lessons plans, design assessment methods, and organize learning activities in a manner that can influence Confucian heritage culture students to shift from employing teacher-centered learning approaches to cooperative learning.
Q-Index Code A1
Q-Index Status Confirmed Code
Institutional Status UQ

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Created: Wed, 26 Jun 2013, 09:30:50 EST by Claire Backhouse on behalf of School of Education