A qualitative examination of teacher-student power-sharing in Chinese Classrooms: A study in Hong Kong

Research output: Contribution to journalArticle

Abstract

This article explores the dynamics of power-sharing between teacher and students in learning and teaching situations, and describes the theoretical bases, implementation, and results of an empirical study in three elementary schools in Hong Kong Special Administrative Region of the People’s Republic of China. Findings from 58 class observations and interviews with 50 students, 25 teachers, and three school principals suggest that teachers can empower students by acknowledging their right to and responsibility for learning and by sharing power with students. Power-sharing classroom practice requires the dual efforts of teachers and students, and can be facilitated by the teachers’ interactive teaching mode, students’ cooperation and willingness to engage in learning, and school policy and culture, etc. In the power-sharing classrooms, teachers played the role of facilitators and students played as collaborators. In this article, theoretical implications for understanding power-sharing and critical pedagogy are discussed. The empirical evidence from this Hong Kong study contributes to an understanding of teacher-initiated power-sharing in the Chinese context, and the practice of critical pedagogy in classrooms. Copyright © 2014 Higher Education Press.
Original languageEnglish
Pages (from-to)251-273
JournalFrontiers of Education in China
Volume10
Issue number2
DOIs
Publication statusPublished - Jun 2015

Fingerprint

student teacher
Hong Kong
classroom
examination
teacher
student
teaching situation
school policy
school culture
learning situation
learning
elementary school
principal
responsibility
China
Teaching
interview
evidence

Citation

Wong, M.-Y. (2015). A qualitative examination of teacher-student power-sharing in Chinese Classrooms: A study in Hong Kong. Frontiers of Education in China, 10(2), 251-273.

Keywords

  • Hong Kong education
  • Elementary schools
  • Power-sharing
  • Critical pedagogy