Emerging perceptions of teacher quality and teacher development in China
Emerging perceptions of teacher quality and teacher development in China
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DOI：
10.1016/j.ijedudev.2013.04.005
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发表时间：
2014-01-01
影响因子：
2.5
通讯作者：
Tian, Hui Sheng
中科院分区：
文献类型：
--
作者：
Peng, Wen J.;McNess, Elizabeth;Tian, Hui Sheng
本文以中国大陆三个典型地方政府地区的高中教师为研究对象。它讨论了作为ESRC/DfID资助的研究的一部分收集的访谈和焦点小组数据，该研究审查了关键利益相关者（国家和地方当局决策者，教师，校长和学生）所经历的质量概念。本文在以往国际文献和中国现行教育政策的基础上，探讨了在快速发展的新兴经济体背景下，教师工作的各个方面，强调个人和国家发展之间的明确联系。影响提供高质量教学的障碍主要来自不断变化的社会模式和深远的课程改革的要求，这突出了传统上对考试成绩的首要依赖与全面发展和终身学习的新要求之间的紧张关系。此外，人们普遍关注不同地区和城乡学校之间的各种结构和资金不平等，这可能导致学生经历不同，专业教师短缺，以及缺乏高质量专业发展的机会。(C)2013作者由爱思唯尔有限公司出版。保留所有权利。
This paper focuses on the work of senior high school teachers in three illustrative local authority regions of mainland China. It discusses interview and focus group data collected as part of ESRC/DfID-funded research which examined notions of quality as experienced by key stakeholders (national and local authority policy makers, teachers, head teachers and students). Building on previous international literature and current Chinese education policy, this paper examines aspects of teachers' work as experienced within the context of a fast developing emerging economy, which emphasises a clear link between individual and national development. Barriers identified as impacting on the provision of good quality teaching arose, largely, from the pressures due to changing societal patterns and the demands of far reaching curriculum reform, which highlighted tensions between a traditional reliance on the primacy of exam results and a newer demand for all round development and lifelong learning. In addition, there were common concerns with various structural and funding inequalities, both across different regions and between urban and rural schools, which could lead to differential student experience, shortages of specialised teachers, and a lack of opportunity for good quality professional development. (C) 2013 The Authors. Published by Elsevier Ltd. All rights reserved.