This study intends to identify the value and pitfalls of international and comparative approach for the policy and practice of teacher education.The structure of this article proceeds as follows:the first section focu...This study intends to identify the value and pitfalls of international and comparative approach for the policy and practice of teacher education.The structure of this article proceeds as follows:the first section focuses on explaining the meaning and the values of international and comparative approach;based on previous discussions,the second section makes a more in-depth analysis of the values of international and comparative approach to teacher education from five key themes;the final section of this article proposes and interprets the drawbacks of international and comparative approach in teacher education.展开更多
Teacher education is fundamental to the attainment of the objectives of education of any nation.In Nigeria for example,research reports indicate that during the past 18 years,the quality of teachers produced from the ...Teacher education is fundamental to the attainment of the objectives of education of any nation.In Nigeria for example,research reports indicate that during the past 18 years,the quality of teachers produced from the Nigeria’s various teacher education institutions has dropped significantly.This paper examines the various teaching experiences acquired through training including new skills gained and challenges encountered in the current teacher education programme in Nigeria that have contributed to the decline in teacher quality and experiences.It was discovered that poor quality of candidates admitted,lack of interest to take teaching as career,poor funding,poor public image of the teacher,high incidence of examination malpractice among student-teachers,and lack of motivation and good incentives among teacher educators are some of the challenges on teacher education.The paper recommends that Government at all levels and all nations should increase funding of teacher education,high quality students should be admitted,and Government should initiate programmes that can enhance the status of the teaching profession etc.展开更多
Sustainable Development Goal(SDG 4)lays solid theoretical foundation for the development of higher teacher education in improving the quality of teaching faculty nationwide.Sustainable teacher training paves a way for...Sustainable Development Goal(SDG 4)lays solid theoretical foundation for the development of higher teacher education in improving the quality of teaching faculty nationwide.Sustainable teacher training paves a way for teacher professional development in the long run.China’s“National Teacher Training Program”serves a connection between higher teacher education and K-12 teachers in multiple perspectives when exploring K-12 teachers’improvement of the essence by upgrading the initiative of the program with the assistance of educational technology and modern educational philosophy from mutual creation to mutual benefit.Direction orientation strategic design based on demand for teaching faculty,curriculum setting in modules,and characteristics creation have been carried out to upgrade the training of teacher colleges and National Teacher Training Program in the future for achieving a win-win situation between higher teacher education and K-12 education.展开更多
This article reviews preservice teacher arts education university course work with the goal of informing cross-cultural competencies for Indonesian teacher education.The authors are mid-career education faculty,who vi...This article reviews preservice teacher arts education university course work with the goal of informing cross-cultural competencies for Indonesian teacher education.The authors are mid-career education faculty,who visited six universities in three countries to observe cross-cultural contents in teacher preparation courses.Cross-cultural competence relies on theories of globalization,intercultural and multicultural education.Using a case study method,the authors gathered data through relevant literature,course descriptions,met with stakeholders,wrote and coded reflective and reflexive field notes,and identified trends.These trends included the infusion of Eastern content into Western course work,and the role of Western arts forms in Eastern settings.These findings support the development of“cross-cultural communication through the arts”or“komunikasi silang budaya melalui seni”as a way of approaching cross-cultural teaching in Indonesia.展开更多
Physical education teacher education(PETE)programs prepare teacher candidates to be competent and employed in P-12 school settings.This study examined the relationship between competency and first-year job obtainment ...Physical education teacher education(PETE)programs prepare teacher candidates to be competent and employed in P-12 school settings.This study examined the relationship between competency and first-year job obtainment in physical education(PE).Participants included 111 teacher candidates from two schools.Participants'competency in content knowledge in Kinesiology and sub-disciplines(CKKH),content knowledge in sport and skill proficiency(CKSP),pedagogical content knowledge(PCK),and first-year job obtainment in PE were collected.Descriptive statistics,independent-samples t tests,and multiple logistic regressions were used to analyze the data.The overall sample showed participants were most competent in PCK,followed by CKSP and CKKH.Female participants were more competent in PCK than their male counterparts,and those at School A performed better in CKSP and PCK than their peers at School B.As a sample,more than half of the participants(55.9%)obtained PE jobs.There was a significance between the overall sample and female participants'competency in CKKH and their first-year employment in PE.This study was limited by sample size,variances in courses between the two schools,and by the defined timeline to clarify first-year PE employment.Implications regarding the importance of CKKH and first-year employment were discussed.展开更多
Abstract In this introduction we describe the purpose and structure of the Canada-China Reciprocal Learning in Teacher Education and School Education Partnership Grant Project sponsored by the Social Sciences and Huma...Abstract In this introduction we describe the purpose and structure of the Canada-China Reciprocal Learning in Teacher Education and School Education Partnership Grant Project sponsored by the Social Sciences and Humanities Council of Canada(SSHRC)in 2013−2020,and describe the project’s practice-based methodology along with a discussion of selected preliminary results.The papers presented in this special issue of Frontiers of Education in China animate our discussion by bringing forward important school-based activities and results.The heart of this work is the collaborative activity and voices of Chinese and Canadian educators.We illustrate our concept of reciprocal learning and how we apply this concept in our Partnership Grant Project.We believe that we have heavily benefited from the productive work and impact that has been made in the field of comparative education and we have put our emphasis on Reciprocal Learning as Collaborative Partnership throughout our project.展开更多
This article aims at a comprehensive examination of the Chinese model of teacher education by critically revisiting the developmental trajectory of the teacher education system in China over the past century,with a pa...This article aims at a comprehensive examination of the Chinese model of teacher education by critically revisiting the developmental trajectory of the teacher education system in China over the past century,with a particular focus on policy trends since the 1990s.It interrogates the Chinese model of teacher education with two macro lenses:the historical and the comparative.The historical lens looks deeply into the Chinese way of reform with a catch-up mentality in various stages,while the comparative lens locates the Chinese model of teacher education in an international context.The paper begins with a comprehensive review of the related literature,surveys the historical pathway of China’s modern teacher education system since its birth in 1897,presents an overview of the current provisions of the system,and examines recent policy trends in the landscape of China’s teacher education.Finally,the article concludes that the Chinese model consists of a hybrid system of teacher education provided by normal schools,normal colleges and universities,with the participation of comprehensive universities and internet-based higher education institutions,and accompanied by a consistent licensing system for the teaching profession.With such core features as independence,openness,adaptability and diversity based on Confucian epistemology and pragmatism,the Chinese model of teacher education is likely to illuminate new paths for the development of education and the pursuit of excellence in the global community.展开更多
Purpose:Informed by social imaginary,Canadian exceptionalism,and social inclusion,this study explores how teacher candidates experience and interpret internationalization at home at one university in Canada.Design/App...Purpose:Informed by social imaginary,Canadian exceptionalism,and social inclusion,this study explores how teacher candidates experience and interpret internationalization at home at one university in Canada.Design/Approach/Methods:Data were collected from three sources:(a)policy analyses of public documents related to internationalization in Canada and at the university;(b)a student survey on the internationalization of higher education;and(c)individual interviews with 12 teacher candidates.Eight interviewees were local,four White and four racialized minorities,and fourwere international.Findings:Findings indicate that most participants relate internationalization to student mobility.They present the Canadian society and themselves as open,tolerant,and accepting.Such an imaginary of Canadian exceptionalism does not necessarily coincide with everyday realities of international and racialized teacher candidates.They reported that they experienced Eurocentric curricula,different forms of exclusion,and racism.Some participants enacted agency todisrupt thedominance of White perspectives.Originality/Value:This research addresses knowledge gaps related to internationalization policy as teacher candidates'voices are not often heard in internationalization initiatives.The study suggests that the internationalization of teacher education requires decolonization of curriculum,bridging with anti-racism education,and the internationalization of teacher educators.展开更多
This case study contributes to counterpoints made to world culture theory and underscores that at the micro,classroom-level,rural Chinese teachers in a reform-oriented professional development course,and reform-orient...This case study contributes to counterpoints made to world culture theory and underscores that at the micro,classroom-level,rural Chinese teachers in a reform-oriented professional development course,and reform-oriented U.S.teacher trainers,understand educational reform,and the realities of education in these two cultures,very differently.This study examines interviews conducted with U.S.teachers of English who taught the Oral English Training Course(OETC),a professional development course for rural Chinese teachers of English in Jiangxi province from 2007 to 2013.These teachers reveal how their own understandings and assumptions around teaching and learning shape what and how they teach,and how they evaluate the work of others.This study explains that included in the literal baggage of these foreign teachers teaching in China,is their figurative baggage,which includes their own cultural lens.The thrust of this study lies in uncovering the ideologies,assumptions,and educative constructs of foreign teachers,how these may be perceived by the Chinese teachers that they teach,and how all of this is steeped in the realities in education and the individual experiences of local actors.This study ends with recommendations for collaboration between foreign teachers of English in China,and their students,particularly Chinese teachers of English in China.展开更多
Teacher education in China has entered an important period of transformation which requires institutional innovation and systematic construction.Teacher education institutions should be gradually reshaped to meet the ...Teacher education in China has entered an important period of transformation which requires institutional innovation and systematic construction.Teacher education institutions should be gradually reshaped to meet the needs of elementary and secondary schools that are run on an autonomous basis.A system of teaching qualification certification and teacher education institution accreditation should be established.Further,a system of curriculum appraisal of teacher education as well as the performance assessment of teacher education institutions should also be set up.In the meantime,making corresponding policies is necessary to accommodate the reform and development of teacher education.展开更多
IntroductionHistorically there has been a division between the classroom teacher who‘does practice’and theeducational researcher who‘establishes theories’.Similarly in teacher education programmes,thefocus has lar...IntroductionHistorically there has been a division between the classroom teacher who‘does practice’and theeducational researcher who‘establishes theories’.Similarly in teacher education programmes,thefocus has largely been on the transmission of research-based theories and skills from trainer totrainee.Teaching practice is usually listed as a separate component to be accomplished,often at theend of a period of training,and the limited time available for it can rarely provide realisticopportunities for trainees to put theory into practice.When our trainees return to their institutions theexcitement of the exposure to various theories and techniques are soon gone,to be replaced by thereality of classroom life.Many former trainees rapidly find themselves overburdened with teachingresponsibilities,and the constraints of their particular teaching situations can make it very difficult toapply theories they have learned during training directly into practice.展开更多
Purpose:This essay examines the history of China’s teacher education policies,summarizes the Chinese experience of teacher education reform,and frames the major challenges facing teacher education reform in China tod...Purpose:This essay examines the history of China’s teacher education policies,summarizes the Chinese experience of teacher education reform,and frames the major challenges facing teacher education reform in China today.Design/Approach/Methods:This relies upon a detailed analysis of the teacher education policies implemented by China since 1978.It also explores the actual practice of Chinese teacher education reform by examining the ways in which such reforms have contributed to the overall reform of China’s basic education system.Findings:Chinese teacher education places emphasis on the cultivation of teachers’devotion to education and the importance of improving the teaching skills of normal college students.An effective teacher governance mechanism is the institutional guarantee for the positive role of teachers.However,the absence of comprehensive universities in the open teacher education system and a lack of autonomy for teachers in the performance management system are major challenges facing teacher education in China.Originality/Value:This essay has outlined the most current and recent reform efforts in China’s teacher education.It also explores how such efforts fit into the larger scheme of basic education reform in China.展开更多
The moral and ethical charge of teaching and teacher education includes sustaining equanimity and paradox,and maintaining poise amongst contradicting policies and interests.This paper draws upon the wisdom of the Tao ...The moral and ethical charge of teaching and teacher education includes sustaining equanimity and paradox,and maintaining poise amongst contradicting policies and interests.This paper draws upon the wisdom of the Tao Te Ching to address some paradoxes in education and teacher preparation.Specifically,the article looks at four chapters of the Tao Te Ching.By examining these ancient Taoist proverbs from a Western perspective as a teacher and teacher educator in the US this article will discuss challenges and suggestions for teachers and teacher educators successfully navigating amongst,and growing from,paradoxes imbedded in the teaching career.展开更多
Cash-strapped students desperate to get top quality education now have an opportunity to realize their dream.But there’s a catch.Through a new initiative,students can opt for free education at
Recent advancements in technology have opened up new avenues for educators to facilitate teaching and leverage more learning access in the digital age.As the demand for computational skills continues to grow in prepar...Recent advancements in technology have opened up new avenues for educators to facilitate teaching and leverage more learning access in the digital age.As the demand for computational skills continues to grow in preparation for future careers,both teachers and students face the challenge of developing problem-solving,critical thinking,communication,and collaboration skills within an emerging digital landscape.Technology adoption,big data,cloud computing and artificial intelligence pose ongoing challenges for both teachers and students in adapting to the changing workforce development landscape.To tackle these challenges,the paper highlights the importance of exploring the implications of learning sciences in classroom teaching,developing a holistic vision for professional development in education,and understanding the complexities of teacher change.To effectively implement these components,it is crucial to adopt design approaches that prioritize student ownership in education and embrace the principles of inclusive education to reconceptualize the teaching practices in education and technology.展开更多
It has been observed that managing job burnout and dysfunctional distress constitute part of the major challenges among special educators,and that empirical data on the management of burnout and dysfunctional distress...It has been observed that managing job burnout and dysfunctional distress constitute part of the major challenges among special educators,and that empirical data on the management of burnout and dysfunctional distress associated with the job of special education teachers are lacking in the literature.The current article discusses the clinical benefits of a rational-emotive stressmanagement therapy program in reducing the level of job burnout symptoms and dysfunctional distress in special education teachers,using evidence from a 2018 clinical trial study that reported the efficacy of this intervention.Results show the clinical benefits and implications of conducting a rational-emotive stress management intervention,and recommendations are made for future research.展开更多
Based on the theoretical perspective of educational ecology,the basic situation of professional development of rural physical education teachers in Deqing County and the restricting factors in the process of professio...Based on the theoretical perspective of educational ecology,the basic situation of professional development of rural physical education teachers in Deqing County and the restricting factors in the process of professional development were investigated and analyzed by using the methods of literature review,questionnaire survey and mathematical statistic analysis,aiming to find out the problems existing in the professional development of rural physical education teachers in Deqing County.The targeted optimization strategies were explored,so as to achieve the effects of enriching the research theory of professional development of rural physical education teachers,improving the quality of physical education in rural schools,inheriting excellent rural sports culture,driving the development of rural mass sports,promoting the construction of rural material and spiritual civilization,and improving the quality of rural human capital.According to the research,the gender structure of rural physical education teachers in Deqing County was unreasonable;the teachers were undertaken heavy teaching task;there was a shortage of highly educated people;some teachers lacked understanding and attention to the connotation of professional development;the teachers had insufficient knowledge of educational science;teachers’sense of responsibility needed to be strengthened;schools did not pay enough attention to teachers’continuing education and training,and teachers were less satisfied with training.展开更多
The future of a country and society belongs to children and youngsters. As a primary school teacher, I keenly feel the need to educate our children in human rights, so that they will develop in an all-round way, moral...The future of a country and society belongs to children and youngsters. As a primary school teacher, I keenly feel the need to educate our children in human rights, so that they will develop in an all-round way, morally, intellectually and physically. Over the past few yeas, I have tried to incorporate education in human rights into activities展开更多
文摘This study intends to identify the value and pitfalls of international and comparative approach for the policy and practice of teacher education.The structure of this article proceeds as follows:the first section focuses on explaining the meaning and the values of international and comparative approach;based on previous discussions,the second section makes a more in-depth analysis of the values of international and comparative approach to teacher education from five key themes;the final section of this article proposes and interprets the drawbacks of international and comparative approach in teacher education.
文摘Teacher education is fundamental to the attainment of the objectives of education of any nation.In Nigeria for example,research reports indicate that during the past 18 years,the quality of teachers produced from the Nigeria’s various teacher education institutions has dropped significantly.This paper examines the various teaching experiences acquired through training including new skills gained and challenges encountered in the current teacher education programme in Nigeria that have contributed to the decline in teacher quality and experiences.It was discovered that poor quality of candidates admitted,lack of interest to take teaching as career,poor funding,poor public image of the teacher,high incidence of examination malpractice among student-teachers,and lack of motivation and good incentives among teacher educators are some of the challenges on teacher education.The paper recommends that Government at all levels and all nations should increase funding of teacher education,high quality students should be admitted,and Government should initiate programmes that can enhance the status of the teaching profession etc.
文摘Sustainable Development Goal(SDG 4)lays solid theoretical foundation for the development of higher teacher education in improving the quality of teaching faculty nationwide.Sustainable teacher training paves a way for teacher professional development in the long run.China’s“National Teacher Training Program”serves a connection between higher teacher education and K-12 teachers in multiple perspectives when exploring K-12 teachers’improvement of the essence by upgrading the initiative of the program with the assistance of educational technology and modern educational philosophy from mutual creation to mutual benefit.Direction orientation strategic design based on demand for teaching faculty,curriculum setting in modules,and characteristics creation have been carried out to upgrade the training of teacher colleges and National Teacher Training Program in the future for achieving a win-win situation between higher teacher education and K-12 education.
文摘This article reviews preservice teacher arts education university course work with the goal of informing cross-cultural competencies for Indonesian teacher education.The authors are mid-career education faculty,who visited six universities in three countries to observe cross-cultural contents in teacher preparation courses.Cross-cultural competence relies on theories of globalization,intercultural and multicultural education.Using a case study method,the authors gathered data through relevant literature,course descriptions,met with stakeholders,wrote and coded reflective and reflexive field notes,and identified trends.These trends included the infusion of Eastern content into Western course work,and the role of Western arts forms in Eastern settings.These findings support the development of“cross-cultural communication through the arts”or“komunikasi silang budaya melalui seni”as a way of approaching cross-cultural teaching in Indonesia.
文摘Physical education teacher education(PETE)programs prepare teacher candidates to be competent and employed in P-12 school settings.This study examined the relationship between competency and first-year job obtainment in physical education(PE).Participants included 111 teacher candidates from two schools.Participants'competency in content knowledge in Kinesiology and sub-disciplines(CKKH),content knowledge in sport and skill proficiency(CKSP),pedagogical content knowledge(PCK),and first-year job obtainment in PE were collected.Descriptive statistics,independent-samples t tests,and multiple logistic regressions were used to analyze the data.The overall sample showed participants were most competent in PCK,followed by CKSP and CKKH.Female participants were more competent in PCK than their male counterparts,and those at School A performed better in CKSP and PCK than their peers at School B.As a sample,more than half of the participants(55.9%)obtained PE jobs.There was a significance between the overall sample and female participants'competency in CKKH and their first-year employment in PE.This study was limited by sample size,variances in courses between the two schools,and by the defined timeline to clarify first-year PE employment.Implications regarding the importance of CKKH and first-year employment were discussed.
基金The Canada-China Partnership Grant Project,Reciprocal Learning in Teacher Education and School Education between Canada and China,and the work reported herein,is supported by the Social Sciences and Humanities Research Council of Canada Partnership Grants Program(SSHRC)(No.895-2012-1011)and by In-Kind Contributions by Partner organizations in Canada and China.
文摘Abstract In this introduction we describe the purpose and structure of the Canada-China Reciprocal Learning in Teacher Education and School Education Partnership Grant Project sponsored by the Social Sciences and Humanities Council of Canada(SSHRC)in 2013−2020,and describe the project’s practice-based methodology along with a discussion of selected preliminary results.The papers presented in this special issue of Frontiers of Education in China animate our discussion by bringing forward important school-based activities and results.The heart of this work is the collaborative activity and voices of Chinese and Canadian educators.We illustrate our concept of reciprocal learning and how we apply this concept in our Partnership Grant Project.We believe that we have heavily benefited from the productive work and impact that has been made in the field of comparative education and we have put our emphasis on Reciprocal Learning as Collaborative Partnership throughout our project.
文摘This article aims at a comprehensive examination of the Chinese model of teacher education by critically revisiting the developmental trajectory of the teacher education system in China over the past century,with a particular focus on policy trends since the 1990s.It interrogates the Chinese model of teacher education with two macro lenses:the historical and the comparative.The historical lens looks deeply into the Chinese way of reform with a catch-up mentality in various stages,while the comparative lens locates the Chinese model of teacher education in an international context.The paper begins with a comprehensive review of the related literature,surveys the historical pathway of China’s modern teacher education system since its birth in 1897,presents an overview of the current provisions of the system,and examines recent policy trends in the landscape of China’s teacher education.Finally,the article concludes that the Chinese model consists of a hybrid system of teacher education provided by normal schools,normal colleges and universities,with the participation of comprehensive universities and internet-based higher education institutions,and accompanied by a consistent licensing system for the teaching profession.With such core features as independence,openness,adaptability and diversity based on Confucian epistemology and pragmatism,the Chinese model of teacher education is likely to illuminate new paths for the development of education and the pursuit of excellence in the global community.
文摘Purpose:Informed by social imaginary,Canadian exceptionalism,and social inclusion,this study explores how teacher candidates experience and interpret internationalization at home at one university in Canada.Design/Approach/Methods:Data were collected from three sources:(a)policy analyses of public documents related to internationalization in Canada and at the university;(b)a student survey on the internationalization of higher education;and(c)individual interviews with 12 teacher candidates.Eight interviewees were local,four White and four racialized minorities,and fourwere international.Findings:Findings indicate that most participants relate internationalization to student mobility.They present the Canadian society and themselves as open,tolerant,and accepting.Such an imaginary of Canadian exceptionalism does not necessarily coincide with everyday realities of international and racialized teacher candidates.They reported that they experienced Eurocentric curricula,different forms of exclusion,and racism.Some participants enacted agency todisrupt thedominance of White perspectives.Originality/Value:This research addresses knowledge gaps related to internationalization policy as teacher candidates'voices are not often heard in internationalization initiatives.The study suggests that the internationalization of teacher education requires decolonization of curriculum,bridging with anti-racism education,and the internationalization of teacher educators.
文摘This case study contributes to counterpoints made to world culture theory and underscores that at the micro,classroom-level,rural Chinese teachers in a reform-oriented professional development course,and reform-oriented U.S.teacher trainers,understand educational reform,and the realities of education in these two cultures,very differently.This study examines interviews conducted with U.S.teachers of English who taught the Oral English Training Course(OETC),a professional development course for rural Chinese teachers of English in Jiangxi province from 2007 to 2013.These teachers reveal how their own understandings and assumptions around teaching and learning shape what and how they teach,and how they evaluate the work of others.This study explains that included in the literal baggage of these foreign teachers teaching in China,is their figurative baggage,which includes their own cultural lens.The thrust of this study lies in uncovering the ideologies,assumptions,and educative constructs of foreign teachers,how these may be perceived by the Chinese teachers that they teach,and how all of this is steeped in the realities in education and the individual experiences of local actors.This study ends with recommendations for collaboration between foreign teachers of English in China,and their students,particularly Chinese teachers of English in China.
文摘Teacher education in China has entered an important period of transformation which requires institutional innovation and systematic construction.Teacher education institutions should be gradually reshaped to meet the needs of elementary and secondary schools that are run on an autonomous basis.A system of teaching qualification certification and teacher education institution accreditation should be established.Further,a system of curriculum appraisal of teacher education as well as the performance assessment of teacher education institutions should also be set up.In the meantime,making corresponding policies is necessary to accommodate the reform and development of teacher education.
文摘IntroductionHistorically there has been a division between the classroom teacher who‘does practice’and theeducational researcher who‘establishes theories’.Similarly in teacher education programmes,thefocus has largely been on the transmission of research-based theories and skills from trainer totrainee.Teaching practice is usually listed as a separate component to be accomplished,often at theend of a period of training,and the limited time available for it can rarely provide realisticopportunities for trainees to put theory into practice.When our trainees return to their institutions theexcitement of the exposure to various theories and techniques are soon gone,to be replaced by thereality of classroom life.Many former trainees rapidly find themselves overburdened with teachingresponsibilities,and the constraints of their particular teaching situations can make it very difficult toapply theories they have learned during training directly into practice.
基金This article is funded by the research project of the Humanities and Social Sciences Youth Interdisciplinary Innovation Team,East China Normal University and the Fundamental Research Funds for the Central Universities Project(No.2018ECNU-QKT003).
文摘Purpose:This essay examines the history of China’s teacher education policies,summarizes the Chinese experience of teacher education reform,and frames the major challenges facing teacher education reform in China today.Design/Approach/Methods:This relies upon a detailed analysis of the teacher education policies implemented by China since 1978.It also explores the actual practice of Chinese teacher education reform by examining the ways in which such reforms have contributed to the overall reform of China’s basic education system.Findings:Chinese teacher education places emphasis on the cultivation of teachers’devotion to education and the importance of improving the teaching skills of normal college students.An effective teacher governance mechanism is the institutional guarantee for the positive role of teachers.However,the absence of comprehensive universities in the open teacher education system and a lack of autonomy for teachers in the performance management system are major challenges facing teacher education in China.Originality/Value:This essay has outlined the most current and recent reform efforts in China’s teacher education.It also explores how such efforts fit into the larger scheme of basic education reform in China.
文摘The moral and ethical charge of teaching and teacher education includes sustaining equanimity and paradox,and maintaining poise amongst contradicting policies and interests.This paper draws upon the wisdom of the Tao Te Ching to address some paradoxes in education and teacher preparation.Specifically,the article looks at four chapters of the Tao Te Ching.By examining these ancient Taoist proverbs from a Western perspective as a teacher and teacher educator in the US this article will discuss challenges and suggestions for teachers and teacher educators successfully navigating amongst,and growing from,paradoxes imbedded in the teaching career.
文摘Cash-strapped students desperate to get top quality education now have an opportunity to realize their dream.But there’s a catch.Through a new initiative,students can opt for free education at
文摘Recent advancements in technology have opened up new avenues for educators to facilitate teaching and leverage more learning access in the digital age.As the demand for computational skills continues to grow in preparation for future careers,both teachers and students face the challenge of developing problem-solving,critical thinking,communication,and collaboration skills within an emerging digital landscape.Technology adoption,big data,cloud computing and artificial intelligence pose ongoing challenges for both teachers and students in adapting to the changing workforce development landscape.To tackle these challenges,the paper highlights the importance of exploring the implications of learning sciences in classroom teaching,developing a holistic vision for professional development in education,and understanding the complexities of teacher change.To effectively implement these components,it is crucial to adopt design approaches that prioritize student ownership in education and embrace the principles of inclusive education to reconceptualize the teaching practices in education and technology.
文摘It has been observed that managing job burnout and dysfunctional distress constitute part of the major challenges among special educators,and that empirical data on the management of burnout and dysfunctional distress associated with the job of special education teachers are lacking in the literature.The current article discusses the clinical benefits of a rational-emotive stressmanagement therapy program in reducing the level of job burnout symptoms and dysfunctional distress in special education teachers,using evidence from a 2018 clinical trial study that reported the efficacy of this intervention.Results show the clinical benefits and implications of conducting a rational-emotive stress management intervention,and recommendations are made for future research.
基金Youth Innovative Talents Project of Education Department of Guangdong Province(2019WQNCX120)Key Project of Zhaoqing Education Development Institute(ZQJYY2016003)Quality Engineering and Teaching Reform Project of Zhaoqing University(zlgc201860)。
文摘Based on the theoretical perspective of educational ecology,the basic situation of professional development of rural physical education teachers in Deqing County and the restricting factors in the process of professional development were investigated and analyzed by using the methods of literature review,questionnaire survey and mathematical statistic analysis,aiming to find out the problems existing in the professional development of rural physical education teachers in Deqing County.The targeted optimization strategies were explored,so as to achieve the effects of enriching the research theory of professional development of rural physical education teachers,improving the quality of physical education in rural schools,inheriting excellent rural sports culture,driving the development of rural mass sports,promoting the construction of rural material and spiritual civilization,and improving the quality of rural human capital.According to the research,the gender structure of rural physical education teachers in Deqing County was unreasonable;the teachers were undertaken heavy teaching task;there was a shortage of highly educated people;some teachers lacked understanding and attention to the connotation of professional development;the teachers had insufficient knowledge of educational science;teachers’sense of responsibility needed to be strengthened;schools did not pay enough attention to teachers’continuing education and training,and teachers were less satisfied with training.
文摘The future of a country and society belongs to children and youngsters. As a primary school teacher, I keenly feel the need to educate our children in human rights, so that they will develop in an all-round way, morally, intellectually and physically. Over the past few yeas, I have tried to incorporate education in human rights into activities
