ERIC Number: EJ1231881
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Teachers and Teaching in China: A Critical Reflection
Lo, Leslie N.K.
Teachers and Teaching: Theory and Practice, v25 n5 p553-573 2019
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Secondary Education
Authoring Institution: N/A
Identifiers - Location: China
Identifiers - Assessments and Surveys: Teaching and Learning International Survey (NCES); Program for International Student Assessment