Literaturnachweis - Detailanzeige
Autor/in | Lo, Leslie N. |
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Titel | Educational reform and teacher development in Hong Kong and on the Chinese mainland. |
Quelle | In: Prospects : quarterly review of comparative education, 30 (2000) 2, S. 237-253 |
Beigaben | Literaturangaben 70 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0033-1538 |
Schlagwörter | Wissen; Frustration; Zufriedenheit; Arbeit; Arbeitsbedingungen; China; Frustration; Hongkong; Lehrer; Lehrerfortbildung; Qualität; Schule; Schulreform; Tätigkeit; Wissen; Schulreform; Zufriedenheit; Professionalität; Schule; Lehrer; Lehrerausbildung; Lehrerfortbildung; Lehrerrolle; Arbeitsbedingungen; Arbeit; Berufsethos; Professionalität; Qualität; Tätigkeit; China; Hongkong |
Abstract | This paper examines the impact of contextual factors in the direction of teacher development and the orientation of teacher education in two Chinese societies [Hong Kong and the mainland] ... The policy context embodies two ongoing campaigns for 'quality education'. The scope of discussion will be defined by contextual factors emerging from society and the community, the school system, the school and the classroom. It is argued that when professional authority is weak or non-existent, reform measures are imposed on teachers in a top-down manner. In this context, conservatism in the teaching profession can be explained by the perpetuation of a weak work ethic that is ridden with anxiety and frustration. In the absence of a systematic and innovative approach to teacher development, teacher education is confined to the development of knowledge and skill with little effort to empower teachers through enlightenment. (DIPF/orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2002_(CD) |