Teachers and Teaching in China: A Critical Reflection

Autor/in	Lo, Leslie N.K.
Titel	Teachers and Teaching in China: A Critical Reflection
Quelle	In: Teachers and Teaching: Theory and Practice, 25 (2019) 5, S.553-573 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2019.1632823
Schlagwörter	Foreign Countries; Educational Policy; Educational Change; Professionalism; Policy Formation; Teacher Education; Teacher Leadership; State Policy; Educational History; Teacher Attitudes; Teacher Surveys; Administrator Surveys; Teacher Effectiveness; College Entrance Examinations; Achievement Tests; Secondary School Students; International Assessment; Curriculum Implementation; China; Teaching and Learning International Survey (NCES); Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Bildungsreform; Professionalität; Politische Betätigung; Lehrerausbildung; Lehrerbildung; Lehrerfunktionsstelle; History of education; Bildungsgeschichte; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Aufnahmeprüfung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler
Abstract	This article offers a critical review of the impact of policy-induced changes on school teachers in the Chinese Mainland where educational reform has been an ongoing project for four decades. It addresses three aspects of the current state of teaching and the teaching profession: the contextual factors that have influenced their development; the state policies that effected the teachers; and the lessons that can be drawn from the reform experiences of the teachers. By examining the changes that have occurred in curriculum and teaching, teacher preparation and training, and teacher professionalism and leadership, this paper argues for a more inclusive approach to policy formulation and implementation that can accommodate the needs of frontline teachers serving in the diverse educational settings of Chinese schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01