Emerging perceptions of teacher quality and teacher development in China

Peng, Wen-Jung; McNess, Elizabeth; Thomas, Sally M; Wu, Xiang; Zhang, Chong; Li, Jian Zhong; Tian, Hui Sheng

doi:10.1016/j.ijedudev.2013.04.005

Cited by 95 publications

(74 citation statements)

References 29 publications

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“…Geographical Justice here means that the central government leaving room for teachers both in urban and remote areas to develop creativity and innovation in teaching methods, but remained within the umbrella of the policies imposed by the government. It is also as stated by Reinhartz & Beach (2004); Peng et, al (2013) that the policy issued by the government is still providing space and opportunities for teachers to be creative and to increase its capacity but remains within the guidelines of national policy.…”

Section: Policy Implementation Process Quality Improvement Elementarymentioning

confidence: 98%

“…Socialization strategies need to consider such as: (1) the time is right for the socialization process both at the center and in the provinces and in the region; (2) the right person to provide socialization, that is understood about the policy that is being socialized, and in particular the understanding of the duties of teachers in their responsibility for improving the quality of education; (3) ways to socialize, whether to use the lecture method, brochure or use of relevant technology media; (4) funding for socialization, whether borne by the central government or provincial governments sharing together; (5) ensure that the process of socialization that can be precisely targeted to teachers, and teachers can be ensured to understand the meaning of socialization. Against this it also points out Lewis (1983);Peng et al (2013) that the strategy of socialization of a government policy to be right on target and on time, and using the relevant resources in the delivery of socialization, it is intended that the delivery of strategic programs that can be heard and understood by all parties concerned.…”

Section: Socializing Elementary School Teacher Quality Improvement Bymentioning

confidence: 99%

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Policy Implementation of Improving Education Quality of Primary Education Teachers in Laos and Indonesia

Luangsithideth¹,

Huda²,

Supriyanto³

et al. 2017

ASS

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The purpose of this research is to get deep meaning of policy implementation to improve quality of primary education teachers in Laos and Indonesia. Research locations are in the Ministry of Education in those both countries. This research used a qualitative approach with a multi-case study design. First, policy formulation consider the aspect of novelty and national education goals; second, policy dissemination of existing policies do after getting approval from parliament, as well as socialization is done to the department of education in each provinces and districts; third, policy implementation process is done by establishing a monitoring team to oversee that the policy can work well; fourth, monitoring and evaluation of the implementation is done periodically, at least every six months, and the results of the evaluation are reported to the Ministry; fifth, gaps in the policy implementation is because monitoring can not be run with maximum caused by geographical conditions and the weakness of the role of school supervisors; sixth, efforts to repair gaps in the implementation of policies to improve the quality primary school teachers is to make laws on the teacher, as well as to provide training to teachers and principals.

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Section: Policy Implementation Process Quality Improvement Elementarymentioning

confidence: 98%

Section: Socializing Elementary School Teacher Quality Improvement Bymentioning

confidence: 99%

Policy Implementation of Improving Education Quality of Primary Education Teachers in Laos and Indonesia

Luangsithideth¹,

Huda²,

Supriyanto³

et al. 2017

ASS

View full text Add to dashboard Cite

show abstract

“…Experts voiced concerns about a shortage of teachers qualified to deliver the new curriculum whenever new ideas and concepts are introduced (Peng et al, 2014). Teachers express challenges that they face when teaching computational thinking concept and computing-related subjects (Grover & Pea, 2013).…”

Section: Teaching Computational Thinking and The Challenges Involvedmentioning

confidence: 99%

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

Bower¹,

Wood²,

Lai³

et al. 2017

AJTE

161

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“…Se a aceitação e opinião dos docentes sobre a inclusão está ao nível da percepção/crenças dos professores sobre o quão capazes se sentem para lidar com os alunos com incapacidades ou quão útil consideram a presença na sala de aula para os próprios alunos, mas também para a turma, então a formação inicial deverá ser cada vez mais capaz de focar este aspeto, investindo no desenvolvimento, junto dos professores, da trilogia defendida pela AEDEE (2012) formada por valores, conhecimentos e competências. Também Peng et al (2014) …”

Section: Inclusão De Crianças Com Necessidades Educativas Especiaisunclassified

A Inclusão de Crianças com Necessidades Educativas Especiais no Ensino Regular em Portugal: a Opinião de Educadores de Infância e de Professores do 1º Ciclo do Ensino Público e Privado

Vieira-Rodrigues¹,

Sanches-Ferreira²

2017

Rev. bras. educ. espec.

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RESUMO: este artigo particulariza dados de uma pesquisa e teve como objetivo descrever a opinião dos docentes acerca da inclusão de alunos com Necessidades Educativas Especiais e conhecer os fatores que justificam essas opiniões, após seis anos da implementação de um decreto Português que teve o objetivo de promover a igualdade de oportunidades, valorizar a educação e promover a melhoria da qualidade do ensino. Foram inquiridos 244 docentes de escolas públicas e privadas do Porto, através de um instrumento constituído por cinco vinhetas que descreviam diferentes funcionamentos de crianças. Os resultados indicaram que as crianças descritas com funcionamentos compatíveis com Perturbação de Espetro de Autismo e Paralisia Cerebral foram as menos aceitos, sendo as justificações aduzidas a falta de formação, a impossibilidade de despender o tempo de ensino necessário e a exigência dos outros alunos obterem bons resultados acadêmicos. A formação em Educação Especial apenas estava associada à maior aceitação de alunos com Paralisia Cerebral, e ser docente-educador versus professor do 1º ciclo influencia a aceitação de alunos com Perturbação de Espetro de Autismo, Paralisia Cerebral e Atraso Global de Desenvolvimento/Dificuldades de Aprendizagem. Os docentes do ensino privado evidenciaram maior aceitação dos alunos descritos do que os do público. PALAVRAS-CHAVE: Educação Especial. Inclusão. Ensino público/privado.ABSTRACT: This article presents research data and aims to describe the opinion of teachers on the inclusion of students with special needs, exploring the factors that justify their opinion after six years of the Portuguese Decree implementation which aimed to promote equality of opportunities, to value education and to promote improvement in teaching quality. The study included 244 teachers, from public and private schools of Porto through an instrument composed by 5 vignettes with the description of the children's behaviors. The results revealed that behaviors compatible with Autism Spectrum Disorder and Cerebral Palsy were less accepted. The justifications were placed on the lack of training and time to support the child, due to the need of meeting curricular and achievement demands. It also revealed that the training in Special Education was only associated with the students with Cerebral Palsy, and that being kindergarten teacher vs. elementary school teacher influences the acceptance of students with Autism Spectrum Disorder, Cerebral Palsy and Global Developmental/Learning Disabilities. Private school teachers showed a better acceptance of these students in comparison with the ones from public schools.

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Emerging perceptions of teacher quality and teacher development in China

Cited by 95 publications

References 29 publications

Policy Implementation of Improving Education Quality of Primary Education Teachers in Laos and Indonesia

Policy Implementation of Improving Education Quality of Primary Education Teachers in Laos and Indonesia

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

A Inclusão de Crianças com Necessidades Educativas Especiais no Ensino Regular em Portugal: a Opinião de Educadores de Infância e de Professores do 1º Ciclo do Ensino Público e Privado

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