Policies and Practices of Professional Development in China: What do Early Childhood Teachers Think?

Guo, Karen; Yong, Yan

doi:10.14221/ajte.2013v38n6.4

Cited by 10 publications

(6 citation statements)

References 18 publications

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“…Teachers in China also participate in weekly research groups with a focus on teacher quality for improved classroom practice (Asia Society, 2006). The quality of teaching in China is judged by individual performance in tests and observations, and within a competitive environment of promotion and job security (Guo & Yong, 2013). China features in the top five PISA results for all three subject domains and since the 1980's their teachers have been considered within Chinese society and law to be professionals, a fact embedded into Teacher Law in 1993 (Guo & Yong, 2013).…”

Section: Approaches To Achieving High Quality Teachingmentioning

confidence: 99%

“…The quality of teaching in China is judged by individual performance in tests and observations, and within a competitive environment of promotion and job security (Guo & Yong, 2013). China features in the top five PISA results for all three subject domains and since the 1980's their teachers have been considered within Chinese society and law to be professionals, a fact embedded into Teacher Law in 1993 (Guo & Yong, 2013). Whilst all teachers in China are bestowed with a high level of status within the community, becoming a Master Teacher is considered to be an extraordinary honour, with 0.1% of teachers sitting within this category.…”

Section: Approaches To Achieving High Quality Teachingmentioning

confidence: 99%

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Professional Teaching Standards: A Comparative Analysis of Their History, Implementation and Efficacy

Call¹

2018

AJTE

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Since the publication of results from the first iteration of testing within the Programme for International Student Assessment (PISA) and the ensuing media consternation and political rhetoric about teacher quality in education systems around the world, professional standards for teachers have been considered, developed and implemented globally in various forms. Justified by the argument that they raise teacher quality which in turn raises student outcomes, professional standards for teachers are being considered as an integral part of the solution to current deficits in education. This article explores the forces driving and restraining professional standards for teachers within international and Australian contexts and identifies ways in which initial teacher education programs can support their successful implementation.

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Section: Approaches To Achieving High Quality Teachingmentioning

confidence: 99%

Section: Approaches To Achieving High Quality Teachingmentioning

confidence: 99%

Professional Teaching Standards: A Comparative Analysis of Their History, Implementation and Efficacy

Call¹

2018

AJTE

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“…In brief, while scholars accept that liberal beliefs relating to such issues as individualism have been incorporated into the curriculum, many features that are uniquely Chinese remain intact (Vong, 2008;Wong & Pang, 2002). Finally, researchers need to appreciate that China has moved towards a system of assessing quality early childhood teacher practices through the establishment of standards for teachers (Guo & Yong, 2013) and a rating system for preschools that is now becoming inclusive of the growing private sector (Hu & Li, 2012). Given the release of the curriculum and teacher standards documents there is a need to clarify and theorise what Chinese teachers need to know in order to deliver a high quality preschool program, what are the expectations of teachers in a rapidly changing China and how might tensions between preschool practitioners' curriculum beliefs and the educational philosophy espoused in the recently released policy documents be addressed.…”

Section: The Literaturementioning

confidence: 99%

What Knowledge and Skills Do Chinese Kindergarten Teachers Need in a Time of Reform: Director’s Perspectives

Fan¹,

Nyland²,

Nyland³

2016

Pac Early Child Educ Res Assoc

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This paper reports on a research program that investigates policy and practice relating to the building of a Chinese early childhood workforce in a context of changed government policy, improved standards regarding teacher qualifications and curriculum content, and changing parental expectations.The evolving context reflects the fact that recent economic development in China has witnessed enhanced need for a workforce that is suitable for jobs that require advanced skills and a high capacity to learn. This identified need has brought a renewed interest in early childhood education.Subsequently, policy makers have raised questions regarding what early childhood teachers should know and the skills they need to acquire to be competent practitioners. The research findings draw on interviews conducted with 24 kindergarten directors from provinces across China. The interview explored opinions about skills and attributes teachers require, level and form of knowledge they need, and how teachers' capacities might be enhanced.

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“…They create researchconsistent policies and improvements on students' achievement based on geographic, demographic and policy context diversity. Apparently, only four states in US have conducted studies on PD which featured the following: teacher licensing, standards and development, individual professional development plans required of teachers; minimum levels of professional development for license renewal; and induction and mentoring requirements for beginning teachers (Caena, 2011) [9] .…”

Section: Introductionmentioning

confidence: 99%

“…In China, the Ministry of Education of China implemented the Teacher Law in 1993 which has placed the teachers' professional development in the educational reforms in China. Its goals focused on developing professional development policies with frameworks which guide teachers on their learning and gradually improve their teaching pedagogy (Guo & Yong, 2013). China consistently invested in their teachers' PD.…”

Section: Introductionmentioning

confidence: 99%

Continuing Professional Development for Physical Education Teachers in China: Basis for Teaching Enhancement Program

Wang

2024

IJEH

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In pursuit of life-long learning, the teaching profession requires continuing education for institutional promotion, salary increase, and administrative position. Supportive academic institutions increase their teacher’s professional learning in the 21st century to increase their students’ further education and work as well. China consistently invested in their teachers’ professional development but empirical evidence on these programs’ effectivity is limited. Specifically, there is a demand for more quality professional development (PD) opportunities for PE teachers focused on the following reasons: (a) the education standards movement, (b) professional organizations, and (c) a call for research on teaching. Apparently, in China, most of them have not recognized their leading role and undervalued their educational career. Thus, this study revisited the impact of the PD programs in China focusing focus its lens on the continuing professional development (CPD) of physical education teachers to address the urgent call to improve the PE-CPD. Guided by the global Continuing Professional Development (CPD) framework, this study investigated the continuing professional development provided to physical education teachers in China and the results of this investigation would be the basis for their teaching enhancement program. The findings revealed that most of the PE teachers in China were male, middle aged with relative bachelor’s degree and permanent position, and developing teachers with 1-10 years teaching experience. They partly considered their involvement in skill development opportunities and interaction and collaboration, but highly considered their involvement in personal growth and reflection in their continuing professional development. Their level of involvement in continuing professional development were significantly different considering their age, sex, educational attainment, and years of teaching. Moreover, the found professional development about classroom management very effective and impactful but teaching practices about ICT skills has minimal effectiveness. However, there is a significant difference in the evaluation of PE teachers on the effectivity of the professional development when they are grouped according to their age, educational attainment, and years of teaching. Nevertheless, the significant relationship found between the their involvement in professional development (PD) and evaluation on the effectivity of the professional development became the basis for the strategic factors to be integrated in the teaching enhancement program for the CPD of PE teachers in the new normal.

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Policies and Practices of Professional Development in China: What do Early Childhood Teachers Think?

Cited by 10 publications

References 18 publications

Professional Teaching Standards: A Comparative Analysis of Their History, Implementation and Efficacy

Professional Teaching Standards: A Comparative Analysis of Their History, Implementation and Efficacy

What Knowledge and Skills Do Chinese Kindergarten Teachers Need in a Time of Reform: Director’s Perspectives

Continuing Professional Development for Physical Education Teachers in China: Basis for Teaching Enhancement Program

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