Chapter 24 School-Based Instructional Research (SBIR): An Approach to Teacher Professional Development in China

Abstract

The Chinese system of education is shifting from an examination orientation to a more creative approach in order to increase educational quality. The New Curriculum in China requires not only changes in content and form, but also sets higher expectations for teachers’ instructional strategies and quality course design. Against this policy backdrop, China developed and implemented the School-Based Instructional Research (SBIR) model to improve teachers’ professional knowledge and development. In this ISATT anniversary chapter, our discussion revolves around the theme of SBIR, including its origin, progression, process, elements, and methods. To end, we summarize the expectations and prospects for SBIR in the Chinese educational context.

Citation

Han, X. and Feng, Z. (2013), "Chapter 24 School-Based Instructional Research (SBIR): An Approach to Teacher Professional Development in China", Craig, C.J., Meijer, P.C. and Broeckmans, J. (Ed.) From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community (Advances in Research on Teaching, Vol. 19), Emerald Group Publishing Limited, Leeds, pp. 503-525. https://doi.org/10.1108/S1479-3687(2013)0000019027