Search results for: China
Page 1/7 69 items
Comparing motivations of pre-service and beginning teachers in China: impact of culture and experience
The study examines beginning teachers’ and pre-service teachers’ motivation to teach in China. Data are drawn from questionnaires completed by 107 beginning teachers (full-time teachers with fewer than six years’ working experience) and 122 pre-service teachers, and semi-structured interviews with 19 of them. The respondents all emphasised social influences, personal utility value, and social utility value, and all viewed the teaching profession as a career high in demands but low in returns. However, pre-service teachers showed higher motivation than beginning teachers, except for items regarding intrinsic value, fall-back careers, and teaching ability. This study suggests a ‘culture-motivation’ framework for understanding teachers’ motivation in China.
Updated: Feb. 17, 2022
Attempting to Implement A Pedagogy of Care during the Disruptions to Teacher Education Caused by COVID-19: A Collaborative Self-Study
This article reports on a collaborative self-study conducted by the authors (two teacher educators) as they attempted to implement a pedagogy of care during the disruptions to teacher education caused by COVID-19. Due to the pandemic, they were required to conduct their teacher education courses synchronously online through video-conferencing software. Although this mode of instruction allowed them to continue teaching despite the restrictions necessitated by COVID-19, the relational aspect of teaching and the role of care seemed to be limited and became an important concern for them. Through self-study, they aimed to improve their online teaching practices by enacting a pedagogy of care during one full semester. They detail their attempts to conceptualise a pedagogy of care for the online classroom, begin their courses from a position of care and prioritize and maintain care throughout the semester. They also present the ongoing challenges they experienced in implementing a pedagogy of care online. While recognising that everyone has been affected by COVID-19 in different ways, they hope through sharing their experiences, others can learn from them and conceptualise and implement a pedagogy of care in their contexts.
Updated: Dec. 22, 2021
Pre-service early childhood teachers (PECTs) are expected to support young children’s engaged and meaningful use of ICT for early learning and development. Unless teachers believe that ICT is beneficial for young children, they will be unable or unwilling to encourage and support children’s use of ICT in educational environments. This paper aims to uncover PECTs’ attitudes and intentions regarding young children’s use of ICT through a survey on 410 PECTs in a Chinese university. The majority of the PECTs had low positive perceptions of the role of ICT for young children, whereas they expressed great willingness to support young children’s use of ICT. There are considerable parameters which influence both PECTs’ attitudes and intentions: ICT ownership and daily use, the frequency of ICT use, ICT professional learning or training and ICT skills. Implications for PECTs teacher education preparation were discussed.
Updated: Nov. 25, 2021
Early childhood education (ECE) is not given as much attention as primary and secondary education in rural areas in China, and rural preschool teachers lack opportunities to receive high quality and appropriate pre-service and in-service professional training. This study focused on professional development (PD) opportunities available for preschool teachers in Heilongjiang, one of China’s largest provinces, wherein 44.3% of the population lives in rural areas. This study (i) considered PD opportunities available for preschool teachers in rural areas; and (ii) surveyed key stakeholders, including preschool teachers and principals, to understand their views on PD activities. A total of 71 teachers and 3 principals from three preschools completed online surveys. Results indicated that (i) rural preschool teachers had relatively limited PD opportunities; (ii) school-based activities that focused on curriculum implementation were the dominant form of PD; and (iii) teachers felt that the PD they received was relevant, of good quality and effective, and that the individual mentoring they received had a positive impact on their pedagogical practices. Implications of the findings are discussed.
Updated: Nov. 25, 2021
Teachers’ beliefs about young children’s technology use at home are intertwined with their beliefs about parents and their parenting practices. This paper reports a qualitative study of eight purposefully selected Chinese preservice early childhood (EC) teachers’ beliefs about children’s home technology use and associated representations of parents and teachers. The participants possessed inflated positive beliefs about young children’s natural technology competence but were worried that parents would expose children to content for prolonged periods. Teachers’ role was seen as responsible guides for children and educational authorities over parents. Implications for research and teacher education are discussed.
Updated: Oct. 14, 2021
Pre-service and in-service teachers’ professional learning through the pedagogical exchange of ideas during a teaching abroad experience
This study explores the professional learning of ten pre-service teachers from Hong Kong and ten host teachers in a school in China who participated in a teaching abroad project. The participants’ professional learning during the project is conceptualised within five knowledge domains of quality teaching for the twenty-first century: personal, contextual, pedagogical, sociological and social. The findings suggest that by immersing pre-service teachers in an unfamiliar teaching environment, they can learn professional knowledge for teaching in an increasingly complex world. This complements the knowledge they are acquiring in their domestic courses and practicums. Furthermore, through the pedagogical exchange of ideas, the host teachers are also found to benefit. The authors recommend that teaching abroad opportunities be included in initial teacher education (ITE) programmes and that host teachers’ professional learning are considered in their development.
Updated: Jul. 28, 2021
The overall objective of this study was to investigate the constraints that have occurred regarding the first-year English language teachers’ professional identity construction at five Chinese universities. The approach adopted in the study was Narrative Inquiry. Interview data with five teachers were collected and analysed through a framework that identified emergent salient themes. All the preliminary results indicated major constraints in their experiences as first-year EFL teachers in the current Chinese university context. The discussion reflects on their newly negotiated and renegotiated identity after having suffered particular dilemmas in addition to the general difficulties, and how these processes have further reformulated their outlook in ways they did not expect.
Updated: Jul. 14, 2021
Millennial generation preservice teachers’ intrinsic motivation to become a teacher, professional learning and professional competence
This mixed methods study examined how millennial generation preservice teachers’ intrinsic motivation affects their professional learning in initial teacher education (ITE) and professional competence. The quantitative findings showed interest in teaching and subject taught and self-development and ideal lifestyle as the two aspects of millennial preservice teachers’ intrinsic motivation, and confirmed a significant, positive, mediated effect from preservice teachers’ intrinsic motivation on their perceived professional competence: Subject matter, pedagogical and educational knowledge, via their professional learning in ITE coursework and interaction with others. The qualitative findings showed four underpinning linkages with illustrations from six preservice teacher cases. Implications for ITE are discussed.
Updated: Jun. 16, 2021
This study aimed at understanding teacher emotions through interviewing 25 and surveying 1,492 primary teachers in China using a mixed method. Content analysis was employed to analyse the data using the five nested ecological systems – microsystem, mesosystem, exosystem, macro-system, and chronosystem. Statistical techniques such as mean score, Multivariate analysis of variance, Univariate analysis, and effect size were used to deal with the quantitative data. Qualitative results show that 25 teachers described 65 emotions including 33 positive and 32 negative emotions. The number of emotions that teachers reported decreased as the distance from the teachers increased. The quantitative survey comprised 14 positive and 17 negative emotion items. Given the powerful role that emotions and relationships play in education, the discussion was made with regard to classroom management, emotional display rules, and teacher vulnerability. The implications for teacher development and well-being were provided accordingly.
Updated: May. 11, 2021
Confrontation, negotiation and agency: exploring the inner dynamics of student teacher identity transformation during teaching practicum
Despite a surge of research interest in pre-service teachers’ identities over the past years, scant attention has been paid to the process of their identity construction during their teaching practicum. Adopting a qualitative case study approach, this study seeks to fill this gap by examining the identity construction experiences of four pre-service school counselling teachers who have just completed their teaching practicum in a university in China. Informed by possible selves theory and identity conflicts theory, the study shows that the participants’ identity construction emerged from the interactions between their core identities and new forms of identities arising from their daily practice and social interactions in different school settings. While some participants’ identities updated and expanded in a supportive work environment, some experienced identity conflicts and deficits with a reduced sense of commitment towards teaching in a constraining school context. However, facilitated by their self-agency and contextual affordance, some navigated their identity conflicts by developing a negotiated identity and/or enriching their ideal identities for their continuing practice and development. The study argues for an explicit focus on teacher identities in current teacher education programs to raise student teachers’ identity awareness and facilitate their reflective learning and identity building.
Updated: Feb. 27, 2021