Search results for: China
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This article examined the transfer problems experienced by pre-service teachers enrolled in the Free Normal Education programme during their internship teaching practicums. It was their first significant point of exposure to such problems. The author found three patterns in transfer problems. First, the participants’ personal backgrounds (rural/urban, eastern/central/western) generally correlated to various degrees with how they perceived their previous learning experiences and teaching practice. Second, participants from rural backgrounds who returned to their hometowns for their practicums found their prior learning experiences to be less useful than did their urban counterparts, and were less familiar with the teaching skills they had been taught at university. Third, rural background participants who undertook their practicums in Shanghai viewed their teaching experiences as excellent, but still faced many difficulties.
Updated: Nov. 14, 2018
Changes in Teachers’ Beliefs after a Professional Development Project for Teaching Writing: Two Chinese Cases
This case study examined the changes in teachers’ beliefs after a professional development project for teaching writing through a case study of two writing teachers in a Chinese university. The author found that the project broadened the teachers’ understanding of different writing theories. It provided a clear model of how to integrate these new approaches into regular writing courses, changed their instructional focus and shifted their perception of teachers’ roles in teaching practice. The author emphasizes that this programme enriched the teachers’ writing knowledge and developed a more inclusive view of different writing strategies, which helped them understand the nature of writing more clearly.
Updated: Nov. 04, 2018
The Quality of Classroom Experiences in Chinese Kindergarten Classrooms across Settings and Learning Activities: Implications for Teacher Preparation
This study examined how Chinese teachers perform on Classroom Assessment Scoring System (CLASS) measures. The study also examined Chinese teachers' quality of interactions across settings and activities for future professional development considerations. Finally, the authors were interested in finding out any teacher-related variables that might contribute to teachers' better instructional supports in the classrooms. The results showed that Chinese teachers were successful in building a warm and supportive relationship with children and managing behavioral aspect of classroom. It was found that all teachers were more effective at promoting children's development in structured activities than unstructured activities. The authors also found that Chinese teachers scored lower on instruction support quality compared to international colleagues.
Updated: Jul. 26, 2018
This study aimed to examine the relationship between policies related to the recruitment, selection, preparation, and certification of new teachers and (a) the quality of future teachers as measured by their mathematics content and pedagogy content knowledge and (b) student achievement in mathematics at the national level. The findings revealed statistically significant associations between the overall strength of these quality assurance arrangements and the quality of graduates. The authors found that countries with strong quality assurance arrangements, such as Chinese Taipei and Singapore, scored highest, whereas countries with weaker arrangements, such as Georgia and Chile, tended to score lower on these measures. The results also showed a statistically significant relationship between quality assurance arrangements and the mathematics achievement of students.
Updated: Jul. 01, 2018
This study explores 10 pre-service English foreign language (EFL) teachers' motivation change in a Government-funded Normal Program in China. The findings reveal that the participants’ motivations experienced ups and downs in the process of learning to teach, which ultimately led to their enhanced intrinsic motivations towards teaching. Further, the authors found that the pre-service teachers' engagement with their peers and the teacher educators in the coursework facilitated their cognitive learning with positive influences on their self-efficacy and also brought them a sense of social connectedness, which together contributed to their motivational development.
Updated: May. 16, 2018
Motivation and Commitment: Pre-Service Teachers from Hong Kong and Mainland China at a Training Institute in Hong Kong
This study examined the motivation to teach and the commitment to teaching among prospective student teachers from mainland China and their Hong Kong counterparts. The findings suggest that the individuals’ commitment to teaching was mediated by immediate contextual factors, closely related to their imagined teaching identity. These factors were also shaped by their socio-economic backgrounds, and constructed by social discourses on teachers and the teaching profession. The authors conclude that this research sheds lights on how to sustain non-local prospective student teachers’ motivation to teach and commitment to teaching. This study also highlights how to ensure their full participation in teaching practices after graduation, and how to retain young qualified teachers in the teaching profession, in educational settings elsewhere.
Updated: Feb. 22, 2018
This study examined the professional perceptions of Teaching Chinese as an International Language (TCIL) pre-service teachers through analyzing the metaphors they use to describe themselves as teachers. The findings revealed that the participants used a variety of metaphors to display perceptions of themselves as pre-service TCIL teachers. Additionally, the participants’ metaphors demonstrate the interaction of cultural, historical and sociopolitical conditions underlying their perceptions.
Updated: Feb. 22, 2018
The Effect of Teacher Education Programs on Future Elementary Mathematics Teachers’ Knowledge: A Five Country Analysis Using TEDS-M Data
This study examined the associations between teacher preparation components and the knowledge of teaching candidates based on data from the TEDS-M study. The findings reveal that the number of mathematics content courses taken has an effect on teaching candidates’ level of MCK in three countries. Specifically, the authors found that taking courses in discrete structure and logic had an effect on MCK in Chinese Taipei, Spain, and Switzerland. Furthermore, they found that taking courses in continuity and functions had an effect on MCK in Chinese Taipei, Switzerland, and the USA.
Updated: Feb. 14, 2018
Opportunities to Notice: Chinese Prospective Teachers Noticing Students’ Ideas in a Distance Formula Lesson
This article examines the noticing of six Chinese mathematics prospective teachers (PSTs) when looking at a procedural error and responding to three specific tasks related to that error. The results demonstrate that all six PSTs attended to the order exchange issue. The participants were able to attend to, interpret, and respond to the order exchange issue from various perspectives. The authors argue that this variety of perspectives suggests a variety of access to PCK and prior experiences as students of mathematics.
Updated: Feb. 11, 2018
Enhancing International Postgraduates’ Learning Experience with Online Peer Assessment and Feedback Innovation
This article describes a Higher Education Academy Economics Network-funded research examined academic and international students' experience of innovative online peer assessment and feedback. The findings reveal that the innovative tools, like PeerMark, facilitate a simple but powerful educational principle for international students. Furthermore, the authors found that the heterogeneity in assessors’ ability levels may not affect the confidence of international students in online peer assessment.
Updated: Feb. 06, 2018