The Chinese "Open Class": a conceptual rendering and historical account. Issue 2 (3rd April 2018)

• Record Type: Journal Article
• Authors: Wu, Huiping; Clarke, Anthony
• Is Part Of: Asia Pacific journal of education. Volume 38:Issue 2(2018)
• Page Start: 214
• Page End: 228
• Publication Date: 2018-04-03
• Subjects: Teacher professional development -- in-service education -- open class -- peer observation -- teacher inquiry; Education -- Pacific Area -- Periodicals; Education -- Asia -- Periodicals; Education and state -- Pacific Area -- Periodicals; Education and state -- Asia -- Periodicals; Education -- Social aspects -- Pacific Area -- Periodicals; Education -- Social aspects -- Asia -- Periodicals; 370.95952
• DOI: 10.1080/02188791.2018.1460260
• Languages: English
• ISSNs: 0218-8791

Abstract

Abstract: The intent of this paper is to make sense of and share with a broader community of teachers and teacher educators a professional development phenomenon that is peculiar to the Chinese elementary and secondary school context. This practice, known as the Open Class, has at least three forms: intra-school, inter-school, and competitive. These forms are defined and delineated at the outset of the paper with particular attention to the distinguishing characteristics of each. This conceptual groundwork paves the way for a detailed historical accounting of this phenomenon over the past 65 years. What we learn is that the Open Class, as a professional development strategy, has waxed and waned based on the political and educational emphases of the day but nonetheless is alive and well in modern-day China. Indeed, it is so commonplace that it has become a norm in Chinese schools. While there remains much to be learned about the Open Class, four lessons learned as a result of the exposition offered in this paper provide a strong basis and valuable springboard for further exploration.