Collective Agency among Physics Teachers: A Case in China’s Curriculum Reform

Guopeng Fu; Samson Nashon

doi:doi:10.11648/j.ijsedu.20140206.11

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Collective Agency among Physics Teachers: A Case in China’s Curriculum Reform

Guopeng Fu, Samson Nashon

Published in International Journal of Secondary Education (Volume 2, Issue 6)

Received: 19 December 2014 Accepted: 28 December 2014 Published: 12 January 2015

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Abstract

This study explored how secondary physics teachers exercised their collective agency in the process of adopting and adapting to a nation-wide curriculum reform in China. Through an ethnographic approach and drawing on Social Cognitive Theory, physics teachers’ collective agency was explored and interpreted. The results revealed that collective agency was a mediating bridge through which the discrepancies between reform mandates and teachers’ pedagogies and curriculum interpretations were negotiated. Further, collective agency helped teachers to cope with uncertainties generated by the reform and offered mental supports. Moreover, the reform mandates undermined the traditional power hierarchy within teachers and thus stimulated teachers’ collective agency. The study demonstrates the interdependent relations between collective agency and reform environment and has implications for theory, practice, curriculum, and research.

Published in	International Journal of Secondary Education (Volume 2, Issue 6)
DOI	10.11648/j.ijsedu.20140206.11
Page(s)	94-101
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Physics Teacher, Collective Agency, Chinese Curriculum Reform

References

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Guopeng Fu, Samson Nashon. (2015). Collective Agency among Physics Teachers: A Case in China’s Curriculum Reform. International Journal of Secondary Education, 2(6), 94-101. https://doi.org/10.11648/j.ijsedu.20140206.11

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Guopeng Fu; Samson Nashon. Collective Agency among Physics Teachers: A Case in China’s Curriculum Reform. Int. J. Second. Educ. 2015, 2(6), 94-101. doi: 10.11648/j.ijsedu.20140206.11

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AMA Style

Guopeng Fu, Samson Nashon. Collective Agency among Physics Teachers: A Case in China’s Curriculum Reform. Int J Second Educ. 2015;2(6):94-101. doi: 10.11648/j.ijsedu.20140206.11

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@article{10.11648/j.ijsedu.20140206.11,
  author = {Guopeng Fu and Samson Nashon},
  title = {Collective Agency among Physics Teachers: A Case in China’s Curriculum Reform},
  journal = {International Journal of Secondary Education},
  volume = {2},
  number = {6},
  pages = {94-101},
  doi = {10.11648/j.ijsedu.20140206.11},
  url = {https://doi.org/10.11648/j.ijsedu.20140206.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20140206.11},
  abstract = {This study explored how secondary physics teachers exercised their collective agency in the process of adopting and adapting to a nation-wide curriculum reform in China. Through an ethnographic approach and drawing on Social Cognitive Theory, physics teachers’ collective agency was explored and interpreted. The results revealed that collective agency was a mediating bridge through which the discrepancies between reform mandates and teachers’ pedagogies and curriculum interpretations were negotiated. Further, collective agency helped teachers to cope with uncertainties generated by the reform and offered mental supports. Moreover, the reform mandates undermined the traditional power hierarchy within teachers and thus stimulated teachers’ collective agency. The study demonstrates the interdependent relations between collective agency and reform environment and has implications for theory, practice, curriculum, and research.},
 year = {2015}
}

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TY  - JOUR
T1  - Collective Agency among Physics Teachers: A Case in China’s Curriculum Reform
AU  - Guopeng Fu
AU  - Samson Nashon
Y1  - 2015/01/12
PY  - 2015
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T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
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PB  - Science Publishing Group
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AB  - This study explored how secondary physics teachers exercised their collective agency in the process of adopting and adapting to a nation-wide curriculum reform in China. Through an ethnographic approach and drawing on Social Cognitive Theory, physics teachers’ collective agency was explored and interpreted. The results revealed that collective agency was a mediating bridge through which the discrepancies between reform mandates and teachers’ pedagogies and curriculum interpretations were negotiated. Further, collective agency helped teachers to cope with uncertainties generated by the reform and offered mental supports. Moreover, the reform mandates undermined the traditional power hierarchy within teachers and thus stimulated teachers’ collective agency. The study demonstrates the interdependent relations between collective agency and reform environment and has implications for theory, practice, curriculum, and research.
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Author Information

Guopeng Fu

Department of Curriculum and Pedagogy, University of British Columbia, Vancouver, Canada
Samson Nashon

Department of Curriculum and Pedagogy, University of British Columbia, Vancouver, Canada

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APA Style

Guopeng Fu, Samson Nashon. (2015). Collective Agency among Physics Teachers: A Case in China’s Curriculum Reform. International Journal of Secondary Education, 2(6), 94-101. https://doi.org/10.11648/j.ijsedu.20140206.11

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ACS Style

Guopeng Fu; Samson Nashon. Collective Agency among Physics Teachers: A Case in China’s Curriculum Reform. Int. J. Second. Educ. 2015, 2(6), 94-101. doi: 10.11648/j.ijsedu.20140206.11

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AMA Style

Guopeng Fu, Samson Nashon. Collective Agency among Physics Teachers: A Case in China’s Curriculum Reform. Int J Second Educ. 2015;2(6):94-101. doi: 10.11648/j.ijsedu.20140206.11

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@article{10.11648/j.ijsedu.20140206.11,
  author = {Guopeng Fu and Samson Nashon},
  title = {Collective Agency among Physics Teachers: A Case in China’s Curriculum Reform},
  journal = {International Journal of Secondary Education},
  volume = {2},
  number = {6},
  pages = {94-101},
  doi = {10.11648/j.ijsedu.20140206.11},
  url = {https://doi.org/10.11648/j.ijsedu.20140206.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20140206.11},
  abstract = {This study explored how secondary physics teachers exercised their collective agency in the process of adopting and adapting to a nation-wide curriculum reform in China. Through an ethnographic approach and drawing on Social Cognitive Theory, physics teachers’ collective agency was explored and interpreted. The results revealed that collective agency was a mediating bridge through which the discrepancies between reform mandates and teachers’ pedagogies and curriculum interpretations were negotiated. Further, collective agency helped teachers to cope with uncertainties generated by the reform and offered mental supports. Moreover, the reform mandates undermined the traditional power hierarchy within teachers and thus stimulated teachers’ collective agency. The study demonstrates the interdependent relations between collective agency and reform environment and has implications for theory, practice, curriculum, and research.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - Collective Agency among Physics Teachers: A Case in China’s Curriculum Reform
AU  - Guopeng Fu
AU  - Samson Nashon
Y1  - 2015/01/12
PY  - 2015
N1  - https://doi.org/10.11648/j.ijsedu.20140206.11
DO  - 10.11648/j.ijsedu.20140206.11
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 94
EP  - 101
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20140206.11
AB  - This study explored how secondary physics teachers exercised their collective agency in the process of adopting and adapting to a nation-wide curriculum reform in China. Through an ethnographic approach and drawing on Social Cognitive Theory, physics teachers’ collective agency was explored and interpreted. The results revealed that collective agency was a mediating bridge through which the discrepancies between reform mandates and teachers’ pedagogies and curriculum interpretations were negotiated. Further, collective agency helped teachers to cope with uncertainties generated by the reform and offered mental supports. Moreover, the reform mandates undermined the traditional power hierarchy within teachers and thus stimulated teachers’ collective agency. The study demonstrates the interdependent relations between collective agency and reform environment and has implications for theory, practice, curriculum, and research.
VL  - 2
IS  - 6
ER  -

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