Issues on innovative teaching and learning: German and Chinese perspectives and beyond
Research output: Contributions to collected editions/works › Chapter › peer-review
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Innovative Teaching and Classroom Processes: Research Perspectives from Germany and China. ed. / Timo Ehmke; John Chi-Kin Lee. Taylor and Francis Inc., 2025. p. 273-283.
Research output: Contributions to collected editions/works › Chapter › peer-review
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RIS
TY - CHAP
T1 - Issues on innovative teaching and learning
T2 - German and Chinese perspectives and beyond
AU - Lee, John Chi Kin
AU - Ehmke, Timo
N1 - Publisher Copyright: © 2025 selection and editorial matter, Timo Ehmke and John Chi-Kin Lee; individual chapters, the contributors.
PY - 2025/5/29
Y1 - 2025/5/29
N2 - This chapter provides a comparative examination of innovative teaching and learning practices in the German and Chinese contexts, with a focus on inclusive education, competency-based approaches, and the integration of differentiated instruction. It is emphasized that cultural and contextual differences significantly influence the design and implementation of these pedagogical innovations. The main findings and differences between the two cultural contexts are summarized and highlighted. The conclusions underscore the importance of continuous intercultural collaboration and research to better understand and exchange different pedagogical practices. The successful introduction of innovative methods depends on institutional support and teachers’ willingness to change. The chapter encourages further dialogue and comparative studies to advance global pedagogical practices.
AB - This chapter provides a comparative examination of innovative teaching and learning practices in the German and Chinese contexts, with a focus on inclusive education, competency-based approaches, and the integration of differentiated instruction. It is emphasized that cultural and contextual differences significantly influence the design and implementation of these pedagogical innovations. The main findings and differences between the two cultural contexts are summarized and highlighted. The conclusions underscore the importance of continuous intercultural collaboration and research to better understand and exchange different pedagogical practices. The successful introduction of innovative methods depends on institutional support and teachers’ willingness to change. The chapter encourages further dialogue and comparative studies to advance global pedagogical practices.
KW - Educational science
KW - Empirical education research
UR - http://www.scopus.com/inward/record.url?scp=105005033128&partnerID=8YFLogxK
U2 - 10.4324/9781003436065-24
DO - 10.4324/9781003436065-24
M3 - Chapter
AN - SCOPUS:105005033128
SN - 9781032565521
SP - 273
EP - 283
BT - Innovative Teaching and Classroom Processes
A2 - Ehmke, Timo
A2 - Chi-Kin Lee, John
PB - Taylor and Francis Inc.
ER -