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Constructivism and Teachers in Chinese Culture

Enriching Confucianism with Constructivism

  • Book
  • © 2019

Overview

Authors:
  1. Zitong Wei

    1. Indiana University Bloomington, Bloomington, USA

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  • Explores the similarities and differences between constructivism and Confucianism

  • Provides readers with an understanding of constructivist practices from a culturally emic perspective

  • Offers insights for readers to rethink cultural appropriateness

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Table of contents (8 chapters)

  1. Front Matter

    Pages i-ix
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  2. Contemporary Constructivism and Its Usefulness in a Confucian Context

    • Zitong Wei
    Pages 1-7

  3. Constructivism in Confucian Culture

    • Zitong Wei
    Pages 9-23

  4. Constructivist Teaching in China Today

    • Zitong Wei
    Pages 25-48

  5. A Hermeneutic Analysis of Chinese Teachers

    • Zitong Wei
    Pages 49-61

  6. Flexibility and Balancing: Against the “Apprenticeship of Observation”

    • Zitong Wei
    Pages 63-92

  7. Synchronicity and Symbolizing: Reflective Teaching and Learning

    • Zitong Wei
    Pages 93-118

  8. Accompanying and Composing: Moral Accommodations

    • Zitong Wei
    Pages 119-154

  9. A Relational Paradigm of Cross-Cultural Learning

    • Zitong Wei
    Pages 155-179

  10. Back Matter

    Pages 181-194
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Keywords

About this book

This book provides a refreshing look at kindergarten teachers’ practical knowledge and their context-specific reasoning of the usefulness of constructivism from a culturally emic perspective. Examining the similarities and differences between constructivism and Confucianism from both instructional and moral perspectives, it provides a unique contribution to teaching and teacher education. An understanding of the compatibility between constructivism and Confucianism is valuable in cross-cultural exchange and learning, and as such the book is a great source for educational researchers in a time of globalization.

Authors and Affiliations

  • Indiana University Bloomington, Bloomington, USA

    Zitong Wei

About the author

Zitong Wei received her Ph.D in Curriculum Studies from Indiana University Bloomington and is now an instructor at China Women’s University. She is currently teaching a foundational course on pedagogy and a research course on early childhood education. She also serves as a mentor and a coordinator for psychological counseling services and activities. Her research interests include early childhood teacher education, phenomenological and hermeneutic research, and educational policy. She is currently working on several manuscripts on feminist curriculum and educational hermeneutic research.

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