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1.
《Chinese Education & Society》2013,46(2-3):132-143
This study used questionnaires and telephone interviews to survey the views of 245 former Southwest University no-fee preservice students on the implementation of the no-fee teacher education policy. Analysis of their feedback on questions pertaining to the in-school, graduation, and employment stages of the program found that: (1) Motivation to apply for the no-fee teacher education program has a significant correlation to family economic status, place of residence, and income, which also impacts belief in teaching. (2) Differences in place of residence and region affect the identity of no-fee students. (3) The job satisfaction of no-fee graduates after job placement differs significantly depending on the educational level of the school where they work. (4) No-fee students have low expectations for the policy's implementation and a low recognition of their obligations under the program. In light of these findings, we make several recommendations: (1) Change the name and implementation strategy of the no-fee teacher education policy. (2) Make adjustments to the no-fee program admissions process. (3) Set up a mechanism for no-fee students to withdraw and be replaced. (4) Strengthen the vocational and ethical training of no-fee students, increasing their awareness of grass-roots service. (5) Raise teacher salaries and enhance their professional development. 相似文献
2.
《Chinese Education & Society》2013,46(2-3):30-42
Return on personal investment is an important factor affecting the decision to invest in education. This article analyzes the personal education costs of no-fee preservice students, estimates and forecasts the return on their personal education investment, and compares the costs and benefits of for-fee preservice students and nonteaching students. It finds that the expected return on personal investment in education is higher for no-fee preservice students than for-fee preservice students, but lower for nonteaching students. This finding has reference value for attracting more outstanding students to choose no-fee teacher education. However, given that the expected return on personal investment in education is lower for preservice teaching students than for nonteaching students, we recommend that the Chinese government consider diverse methods to encourage no-fee teacher education. Reducing the personal cost of education and increasing teacher salaries and subsidies, for example, would increase the expected return on personal investment in education, thereby attracting more outstanding students to the teaching profession. 相似文献
3.
《Teaching and Teacher Education》1995,11(3):281-292
This article examines the reasons for entry, work perceptions, and the future career plans of 272 preservice teachers who entered a highly selective graduate teacher education program in 1987 and 1988. The profile of their job expectations was compared with that of a sample of experienced teachers. The study concludes that these talented students are entering the profession mainly for altruistic reasons and have fairly realistic views of working conditions; however, many plan to remain only if they derive the expected satisfaction from working which children. The findings are compared to labor market forecasting theories which could direct policy makers in their efforts to attract and retain high ability individuals to the teaching profession. 相似文献
4.
《师资教育杂志》2012,38(1):59-78
Abstract The paper examines concerns about the teaching profession as expressed by students in their teacher education program. Differences are analyzed between the concerns of entry‐level (second‐year) students and students in their student teaching (fifth) year. Items students chose as interview questions to ask a practicing teacher were used as measures of concerns. Using content analysis techniques, categories of concerns were developed. Findings indicate that entry‐level students were primarily concerned with their career choice and with the impact of the profession on their own lives. Fifth‐year students were more interested in technical classroom skills and in the impact they would have on their future students. Implications of these findings for teacher education programs are discussed. 相似文献
5.
In an era of recurring teacher shortages, Flanders struggles with a considerable proportion of teacher education graduates who do not enter the teaching profession. This study identifies the predictors of teacher education graduates’ choice on job entry (teaching profession or not). A prospective research design with two data collection phases is adopted. Student teachers (subsequently graduates) (N = 217) of integrated teacher training for secondary education were surveyed shortly before as well as shortly after graduation. Results of chi-squared and t-tests indicate that gender, initial motivation for teaching, mentor support, teacher education preparation, teacher efficacy, learner-oriented beliefs, performance in teacher education, and employment opportunities show differences (at 1% level) between graduates who entered and those who did not enter the teaching profession. Results of the subsequent logistic regression validate the importance of teacher education (i.e. mentor support) – beside initial motivation and labour market factors – to explain graduates’ decision on job entry. 相似文献
6.
7.
《Teaching and Teacher Education》2001,17(5):547-566
Since the mid-eighties, national organizations have been working together in an effort to reform schools and, more specifically, to reform teaching. Paralleling the movement toward developing curriculum standards for students, professional standards for teachers have also been developed for the purpose of teacher education program accreditation. The objective of this national coalition is to strengthen the teaching profession and raise its standards—eventually enhancing the quality of student learning—by redesigning teacher licensing and accountability requirements for teacher education programs, and engaging teachers in on-going professional development. In this study we address three specific questions: (1) what representations of teaching and teachers are portrayed in the professional teaching standards, their related policies and assessment? (2) how are standards-based reform policies affecting teacher education programs? (3) what representations or conceptions of teaching and teachers are currently reflected in teacher education programs in the context of this reform? To address these questions two states were selected as test cases. Reform documents, policies and practices, as well as interviews with key participants in the reform (e.g., teacher educators, state-level administrators) are described and analyzed, and constitute the evidential basis for this study. The patterns emerging from the data indicate that teacher educators’ degrees of resistance or cooperation with externally imposed frameworks is influenced by their conception of teaching, education and its purpose. Further, as teacher educators uncritically participate in the standards-based movement it becomes impossible for them to entertain alternative perspectives on teaching and education outside of the framework provided to them by the standards. 相似文献
8.
《Chinese Education & Society》2013,46(2-3):16-29
The training model for Southwest University's no-fee teacher education program has taken shape over several years. Based on a review of the documentation and interviews with administrators and no-fee preservice students from different specialties, this article analyzes Southwest University's no-fee teacher-training model in terms of three main areas—curriculum, practice, and activities. The analysis includes the three dimensions of student knowledge, skills, and emotions as specific expressions of the educational goals of Southwest University's no-fee teacher-training model, and also addresses the characteristics of the model. 相似文献
9.
Zhixin Su John N. Hawkins Tao Huang Zhiyi Zhao 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,8(2):611-635
In this article, the researchers report findings from a recent national study of teacher education in China, in comparison to similar data from national and case studies in the United States. The study aims at understanding and comparing the profiles and entry perspectives of Chinese versus American teacher candidates. The researchers demonstrate that there are both similarities and differences in the demographic characteristics of the Chinese and American teacher candidates. The Chinese education students come from less privileged backgrounds in socioeconomic status and academic preparation. Although they share some of the noble ideas about becoming teachers, the overwhelming majority of the Chinese students do not intend to commit to teaching as a lifelong career. They cite the low status of the teaching profession and the poor benefits for teachers as primary reasons for leaving teaching. The researchers urge Chinese and American policy makers and teacher educators to revise their policies and practices in light of the study findings in order to recruit qualified young people into teacher education programs and more importantly to retain good teachers in the profession. 相似文献
10.
Su Zhixin Hawkins John N. Huang Tao Zhao Zhiyi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,47(6):611-635
In this article, the researchers report findings from a recent national study of teacher education in China, in comparison to similar data from national and case studies in the United States. The study aims at understanding and comparing the profiles and entry perspectives of Chinese versus American teacher candidates. The researchers demonstrate that there are both similarities and differences in the demographic characteristics of the Chinese and American teacher candidates. The Chinese education students come from less privileged backgrounds in socioeconomic status and academic preparation. Although they share some of the noble ideas about becoming teachers, the overwhelming majority of the Chinese students do not intend to commit to teaching as a lifelong career. They cite the low status of the teaching profession and the poor benefits for teachers as primary reasons for leaving teaching. The researchers urge Chinese and American policy makers and teacher educators to revise their policies and practices in light of the study findings in order to recruit qualified young people into teacher education programs and more importantly to retain good teachers in the profession. 相似文献
11.
Given its prevalence and cost it is imperative to identify predictors of early career teacher turnover intentions and behavior. During their final year as education majors, 311 US, STEM Secondary Education students rated their student teaching experience, the strength of their teacher identity, and their intent to enter the teaching profession. Within 1–3 years after graduating 191 of them reported whether they remained in the teaching profession. One's identity as a teacher, as well as the perceived quality of student teaching experiences, predicted both intent and actual entry into the teaching profession. Furthermore, teacher identity mediated the relationship between student teaching satisfaction and outcomes. 相似文献
12.
This study examines student teachers’ perceptions of teacher education and its contribution to their professional life, when they become novice teachers during their internship period. The sample comprised 97 student teachers in their fourth year of studies for a BEd degree. Data were collected through questionnaires which included both a structured and an open‐ended part, with regard to five aspects of the teaching profession and teacher education: motivation for teaching, conceptions of teaching–learning, roles of teachers, components of teacher education, and agents of training. Prominent among the findings regarding the motivational aspects of teaching, is a perception of the profession as granting intrinsic rewards. Teaching is perceived as according self‐realisation, providing a sense of purpose and mission, and enabling lifelong development. The component perceived as most important to the teacher’s role is delivering universal values. Findings regarding perception of learning–teaching processes reveal a preference for a constructivist approach. 相似文献
13.
Nicole Mockler 《Teachers and Teaching》2013,19(5):517-528
Drawing on previous research that focused upon the formation and mediation of teacher professional identity, this paper develops a model for conceptualising teacher professional identity. Increasingly, technical-rational understandings of teachers’ work and ‘role’ are privileged in policy and public discourse over more nuanced and holistic approaches that seek to understand teacher professional identity – what it is to ‘be’ a teacher. This article seeks to offer an alternative view, presenting the idea that an understanding of the processes by which teacher professional identity is formed and mediated is central to understanding the professional learning and development needs of teachers and advancing a richer, more transformative vision for education. I argue that instrumentalist notions of teachers’ work embedded in neo-liberal educational agendas such as those currently being advanced in many western countries offer an impoverished view of the teaching profession and education more broadly, and suggest that the concept of teacher professional identity holds the potential to work as a practical tool for the teaching profession and those who work to support them in the development of a more generative educational agenda. 相似文献
14.
Recent policy changes in teacher education have had a significant impact on equality of educational opportunity for the teaching profession. Improving standards of excellence in the school system while at the same time insuring equality of opportunity has become a major concern. The policy maker interested in promoting equality of opportunity will have to balance the need for teacher quality with the notion of equity. This paper examines some of the policy changes in teacher education and focuses on how they impact the recruitment and retention of minority students. 相似文献
15.
Leslie Nai-Kwai Lo Manhong Lai Lijia Wang 《Asia-Pacific Journal of Teacher Education》2013,41(3):239-252
This paper examines the impact of reform policies on the work of Chinese teachers. It explores the policy context in which a fragile teaching profession attempts to develop and discusses the dynamics of interacting societal forces that have created the dilemmas for the teachers. The authors argue that while the continual implementation of reform policies has fostered a new outlook in Chinese schools, calls for profound change in schooling have caused much anxiety among teachers. The teachers' anxiety stems from the incongruence between their professional outlook, which is intimately linked to student academic achievement, and the dictates of state reform measures, which seek to broaden the conception of education to include other areas of human development. Throughout the years of reform, teachers have had to stretch their professional capacity in order to satisfy competing demands engendered by reform measures and educational reality. It is in the tensions caused by the implementation of reform policies that the humanism of teacher professionalism is magnified. In this paper, the authors discuss the educational and social issues that surround the teachers' preference for conventional practices. 相似文献
16.
Teacher education,graduates’ teaching commitment and entrance into the teaching profession 总被引：1，自引：0，他引：1
This study aimed to gain insight into the relationship between teacher education and graduating teachers (not) starting in the teaching profession (n=209). Predictor variables referred to teacher education, integration into teaching, and teaching commitment. To examine interrelationships between these variables, factors were also interlinked to test a theoretical model of graduates’ teaching commitment. Results reveal that graduates’ teaching commitment is strongly related to their entrance into the teaching profession. Furthermore, the perception of mentor teachers’ evaluative support is directly related to teaching commitment and other variables (e.g. faculty support, type of teacher training) are indirectly related through the mediation with graduates’ teacher efficacy and professional orientation. 相似文献
17.
This article connects with an international debate around the place of professional standards in educational policy targeted at enhancing teacher quality, with associated implications for continuing teacher education. Scotland provides a fertile context for discussion, having developed sets of professional standards in response to a recent national review of career-long teacher education. That review called for a reprofessionalisation of the teaching profession and the revision of the standards was an element of this process. Scotland is utilised as a lens through which one country’s response to international trends is viewed, with a focus on ‘teacher leadership’ and ‘practitioner enquiry’ as policy endorsed sets of practices. The analysis demonstrates the complex and contested nature of these terms and the tensions posed between the need to meet professional standards as part of teacher education and aspirational dimensions of the current policy project of reprofessionalisation. The article concludes by considering the implications for continuing teacher education. 相似文献
18.
Sheelagh Drudy 《Irish Educational Studies》2013,32(3):259-273
This paper explores a number of themes relating to gender and teaching. The existing balance of women and men in the teaching profession in Ireland and internationally is examined; patterns at entry to initial teacher education in Ireland are outlined; gender differences in final awards are presented; finally, sociological questions raised by these trends are discussed. The international figures on teaching presented imply that the feminisation of teaching is a historical and economic process as much as it is a social, psychological or educational one. What is clear from the analysis of the feminisation of teaching presented here is that prior educational achievement by young men plays a significant role in their patterns of entry into initial teacher education. The lower levels of achievement by men also extend to the levels of award taken in their initial teacher education courses. However, higher educational achievement by women in undergraduate university courses is not confined to initial teacher education but is to be found in almost all disciplinary areas. 相似文献
19.
Limin Zhang 《师资教育杂志》2018,44(4):496-499
While research on teacher motivation has proliferated in the past decades, little attention has been paid to kindergarten teachers’ motivation for teaching, male kindergarten teachers’ motivation in particular. This case study examines five male kindergarten teachers’ motivation to teach in Chinese kindergartens in the light of possible selves theory. The data analysis reveals that the ‘ideal self’ (i.e. of professional kindergarten teachers) plays a pivotal role in maintaining the five male kindergarten teachers’ motivation for teaching. Specifically, this study indicates that the male teachers’ ‘ideal self’ motivated them to join the profession and to retain their teaching motivation when there were discrepancies among their ‘actual’, ‘ought’ and ‘ideal’ selves. The findings of this study have several implications for early childhood teacher education. 相似文献
20.
密歇根州立大学整合取向的教师教育课程,以学科教学知识为基点,强调以研究为基础的教学知识和课程知识,注重专业实习,体现了理论学习与实践反思的有机整合,同时强调高水平的学科知识标准和教育专业标准,倡导建立全纳型学习共同体,体现了专业取向与社会公正取向教师教育思想的融合。密歇根州立大学整合取向的教师教育课程理念与实践,可以为我国教师教育课程发展提供借鉴。 相似文献