Understand an emerging “failure” of an equality-oriented teacher policy in China: A job search perspective

Liao, Wei; Yuan, Rui Eric 袁睿

doi:10.1016/j.ijer.2016.11.002

Cited by 15 publications

(5 citation statements)

References 26 publications

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“…As presented in this study, some factors in the macrosystem, such as social beliefs (imparting knowledge and educating people), college entrance examinations, national development, and English as a global language, constantly encouraged EFL teachers to improve their professional proficiency. English is one of the most influential languages in the world, and the Chinese English education reform has been deepened constantly in response to social, economic, and cultural transformations [2,35], simultaneously calling for the cultivation of qualified English teachers [3,4,36]. As one important constituent of the Chinese teaching staff, EFL teachers shoulder the responsibility of cultivating English language talents for the nation.…”

Section: Influencing Factors Of Excellent Efl Teachers' Professional Qualities In the Ecological Systemsmentioning

confidence: 99%

A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective

2021

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Teachers’ quality has long been researched in the field of general education. However, little attention has been paid to the professional qualities of excellent English as a foreign language (EFL) teachers in the context of English curriculum reform, especially from an ecological perspective. To address this gap, this study adopted a qualitative approach to characterise the qualities of excellent senior high school EFL teachers in China and the development of their professional qualities using Bronfenbrenner’s ecological systems model. Four interconnected dimensions of excellent EFL teachers’ professional qualities were confirmed: English language pedagogical content competence, beliefs about the foreign language teaching profession and professional ethics, beliefs about foreign language teaching and learning, and beliefs about language teacher learning and development. Meanwhile, the EFL teachers constructed and developed their professional qualities in their dynamic interaction with the complex ecological systems where they lived. The paper considers these various teacher-related factors in the ecological systems and provides some suggestions for sustaining EFL teachers’ professional development.

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Section: Influencing Factors Of Excellent Efl Teachers' Professional Qualities In the Ecological Systemsmentioning

confidence: 99%

A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective

2021

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“…Policy texts from 2001 to 2005 were also relatively short. After 2005, the length of relevant policies on education equality has increased significantly, especially during the five-year period of 2010 to 2015, which witnessed an explosive growth [23]. During this period, the length of relevant policies on China's education equality has accounted for almost half of all the texts in the past seven decades since the founding of the People's Republic of China.…”

Section: The Temporal Development Of China's Education Equality Polic...mentioning

confidence: 99%

Unpacking the Policies, Historical Stages, and Themes of the Education Equality for Educational Sustainable Development: Evidence from China

Xue

2022

Sustainability

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The educational equality policies vary in terms of different spatial, cultural, economic, and social dynamics. Despite a great deal of discussion on how to implement equality policies into the Chinese education system, very little research has explored how the Chinese education equality policy responds to social inequalities. To address it, applying Rawls’ theory of justice, this study investigates the macro-level landscape of education equality in China through Dynamic Topic Models to examine their evolution of (unobserved) social equalities imbedded in different political documents over time. The findings present the key policies, the key historical period, the core themes of China’s equality education development, and its responses to social inequalities. In addition, the discussion and conclusion have been offered in the last section.

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“…If the graduates default on their promise, they are liable for refunding all educational costs, paying a penalty, and being blacklisted in a Credit Record Archives established by the educational authorities (Wang & Gao, 2013). As of 2015, over 100,000 high school graduates have been recruited into FTE programs, and over 95% of FTE graduates went on to teach in their home provinces after graduation (Liao & Yuan, 2017). However, because of the conflict between FTE's value of educational equality and the participating teachers' intrinsic motivation for individual mobility, many FTE teachers have suffered from severe professional disorientation or even burnout (Liao & Yuan, 2017;Wang & Gao, 2013).…”

Section: W O R K I N G P a P E Rmentioning

confidence: 99%

Teacher Education Reform and National Development in China (1978-2017): Four Metaphors

Liao¹,

Zhou²

2018

Preprint

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Understand an emerging “failure” of an equality-oriented teacher policy in China: A job search perspective

Cited by 15 publications

References 26 publications

A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective

A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective

Unpacking the Policies, Historical Stages, and Themes of the Education Equality for Educational Sustainable Development: Evidence from China

Teacher Education Reform and National Development in China (1978-2017): Four Metaphors

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