ABSTRACT
Introduction: University-school (U-S) collaboration has proven to be an effective approach for teacher professional development, but it could be hampered by the lack of shared objects. To understand how shared objects are formed in U-S collaboration, this research established a university-school collaborated Change Laboratory in W primary school based on cultural-historical activity theory, which is under the background of Chinese teaching research activity. Methods: Recordings of meetings throughout the year were transcribed into texts and coded, and then analyzed via the method of grounded theory and contradiction analysis. Results: The findings reveal that, in comparison to previous studies regarding shared object formation process, this study identified an special phase named "experimental object," which highlights the significance of experimentation in U-S collaboration. Also, multiple contradictions are recognized as the driving force for shared object formation which would gradually transform into fundamental conflicts between tools. The main contradictions identified include those between scientific and daily concepts, university culture and school culture, as well as new experiment and old routine. Discussion: The current study implicates that U-S collaboration is an expansive learning process to acquire unknown knowledge, which necessitates both parties engaging in exploration and experimentation together. Furthermore, shared object formation within U-S collaboration requires participants to focus on developing teaching tools while consciously undergoing changes in aspects such as logic of thinking, culture and routine.
ABSTRACT
Introduction: In the context of declining mortality rates and increasing infectivity, it has become unavoidable for the majority of individuals to experience a COVID-19 infection at some point. This study aimed to investigate the psychological well-being of the general population during China's transition period from strict control measures to relaxed policies in COVID-19 prevention and control, as well as the impact of COVID-19 related thoughts on emotion and life satisfaction during widespread infections. Methods: A cross-sectional study was conducted involving a sample size of 1578 participants. Participants completed self-report questionnaires assessing positive and negative emotions, thoughts about COVID-19, and satisfaction with life. Demographic characteristics such as sex, age, and education level were controlled for in the analysis. Results: The findings revealed that individuals who had been infected with COVID-19 (specifically the Omicron variant BA.5.2 or BF.7) reported lower levels of positive emotions compared to those who were uninfected or had recovered from the infection. There was a significant relationship between COVID-19-related thoughts, emotions, and life satisfaction. Positive COVID-19 related thoughts were found to mediate the relationship between negative emotions and satisfaction with life. Discussion: This study represents a comprehensive examination conducted in China, focusing on assessing the impact of the COVID-19 pandemic on the general population during the critical transition period from control to relaxation. Throughout this period, the number of infections experienced fluctuations, initially rising but eventually declining over a one-month span. In such a momentous historical period, maintaining a positive perspective on COVID-19 and its management becomes paramount in enhancing the emotional well-being, life satisfaction and overall well-being of individuals.
ABSTRACT
Teaching research activities (TRA) in China are practical and reflective research of teachers on teaching. These required activities are meant to ensure quality education and facilitate the professional development of teachers. However, in TRA, teachers encounter many challenges such as low efficiency and weak team collaboration. These problems make it hard to achieve the expected outcomes. W Primary School reformed its activities using Change Laboratory, a formative intervention approach to workplace learning and development based on activity theory. The data collected included seven recorded meetings in the Change Laboratory. The conversations in the meetings were then transcribed into texts. A deductive method of content analysis was used to code the data, focusing on categorizing comments of teachers about the transformative agency. The findings showed the following: (1) There were five types of transformative agencies, namely, resisting, criticizing, explicating, envisioning, and committing to actions. Resisting and criticizing were represented less frequently, and taking action did not emerge as a type of transformative agency. (2) The comments about transformative agency about tools were more frequent than comments about other elements in the activity system. (3) There were some differences in the expression of transformative agency across participants. At the end of this study, the implications for the development of TRA are discussed.
