Teaching Practices at CHC Education Institutions: A Hidden Challenge and Techniques to Enhance Cooperative Learning

  • Pham Thi Hong Thanh
Part of the Education in the Asia-Pacific Region: Issues, Concerns and Prospects book series (EDAP, volume 25)


This chapter aims to discuss teaching practices at CHC education institutions and points out how the traditional teaching teacher-centredness hinders cooperative learning. Relevant literature and findings of empirical studies documented in this chapter disclose that CHC teachers’ resistance to empowering students in active learning is the main barrier preventing CHC students from adopting cooperative learning. To better this situation, there is a need to develop strategies that could enable CHC teachers to delegate part of their authority to students. The chapter then reports an empirical study that was conducted to develop such strategies. The results revealed that when teachers were mandatorily required to implement the reform, they tended to only implement ‘artificial’ changes (i.e. modify some teaching activities in class, redesign the lesson plan) that did not empower students to engage in real cooperative learning. Students were only given a chance to practise proper cooperative learning activities when teachers were convinced about the effectiveness of the reform and particularly when assisted to change their belief. The study highlighted that CHC teachers’ voices need to be taken into careful consideration. Then, culturally appropriate strategies that could assist CHC teachers to make real change need to be developed.


Learning Activity Verbal Behaviour Cooperative Learning Previous Lesson Bright Student 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  • Pham Thi Hong Thanh
    • 1
  1. 1.School of EducationUniversity of QueenslandBrisbaneAustralia

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