Chinese Teachers' Perceptions of Academically Oriented Teacher Preparation

Autor/inn/en	Liao, Wei; Hu, Sihua
Titel	Chinese Teachers' Perceptions of Academically Oriented Teacher Preparation
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 43 (2017) 5, S.628-633 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liao, Wei) ORCID (Hu, Sihua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2017.1355084
Schlagwörter	Asians; Teacher Attitudes; Confucianism; Teaching Methods; Mathematics Education; Mathematics Teachers; Educational Change; Case Studies; Semi Structured Interviews; Observation; Secondary School Mathematics; Teacher Education Programs; Preservice Teachers; Preservice Teacher Education; Foreign Countries; China + Suchen Sie Ihr Suchwort? Asian; Asiat; Asiatin; Asiaten; Asiate; Lehrerverhalten; Konfuzianismus; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Bildungsreform; Case study; Fallstudie; Case Study; Beobachtung; Lehramtsstudiengang; Lehrerausbildung; Ausland
Abstract	Academically oriented teacher preparation, which prioritises subject matter knowledge for teaching, is still widely practised in Confucian societies. Few studies, however, have investigated the impact of this academic model on teaching practices in Confucian contexts. Drawing on interviews and classroom observations of six Chinese mathematics teachers, this study identifies the affordances and limitations of a typical academically oriented teacher preparation in today's China. Although this helped the sampled teachers establish their initial self-efficacy for teaching it limited the teachers' awareness of and their capacity for engaging "all" students to learn. The paper argues that academically oriented teacher preparation programmes in Confucian societies may need to reform their curricula so as to help their graduates advance both "excellence" and "equity" in education through their teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01