Examination-Oriented or Quality-Oriented? A Question for Fellows of an Alternative Teacher Preparation Program in China

Autor/inn/en	Yin, Yue Melody; Mu, Guanglun Michael
Titel	Examination-Oriented or Quality-Oriented? A Question for Fellows of an Alternative Teacher Preparation Program in China
Quelle	In: Australian Educational Researcher, 49 (2022) 4, S.727-742 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yin, Yue Melody)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-021-00462-8
Schlagwörter	Foreign Countries; Alternative Teacher Certification; Graduate Students; Student Attitudes; Educational Quality; Testing; China + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Quality of education; Bildungsqualität; Testdurchführung; Testen
Abstract	Alternative teacher preparation programs have triggered global debates. This study analysed 16 fellows of an alternative teacher preparation program who entered rural schools located in China--a high-stakes testing context--with a strong disposition toward quality-oriented education. Drawing on Bourdieu's sociology, we revealed four forms of fellows' responses to the tensions between quality- and examination-oriented education: (1) Resistance to examination-oriented education; (2) "Betrayal" of quality-oriented education; (3) Reconciliation of the two educational orientations; and (4) Confusion about both. Pursuant to these findings, we suggest that program recruitment and training keep some distance from the "star fellow" narrative and develop localised materials to prepare fellows for the real-world challenges. Our paper situates EGRT fellows in coexisting and competing educational orientations, calls for more studies to construct global alternative teacher preparation as a space of contestation, and ignites more discussion regarding what educational quality is. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01