From Mutual Creation to Mutual Benefit: China’s National Teacher Training Program between Higher Teacher Education and K-12 Teachers

Zhao, Fangyi; Liu, Xu

doi:10.26689/jcer.v6i9.3941

JCER

2022

DOI: 10.26689/jcer.v6i9.3941

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From Mutual Creation to Mutual Benefit: China’s National Teacher Training Program between Higher Teacher Education and K-12 Teachers

Fangyi Zhao¹,

Xu Liu²

Abstract: 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… Show more

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Cited by 3 publications

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Co-design Pedagogy for Computational Thinking Education in K-12: A Systematic Literature Review

Sunday,

Agbo,

Suhonen

2024

Tech Know Learn

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The recent popularity of computational thinking (CT) and the desire to apply CT in our daily lives have prompted the need for a successful pedagogical technique for learning CT in K-12 education. The application of co-design pedagogical techniques has the potential to improve students’ CT learning through knowledge sharing and the creation of ideas to solve problems and develop an artifact. However, there is a limited understanding of how co-design pedagogical techniques have been explored to foster CT learning, which could hamper the successful use of co-design as a pragmatic teaching approach. This study examined the ways in which co-design pedagogical techniques have been applied in CT education by implementing a systematic literature review (PRISMA protocol) to document the review analysis. A total of 26 articles that met the inclusion criteria for this study were reviewed. Findings in this study revealed that workshops are the most utilized co-design learning setting and, as expected, the collaborative technique is the co-design pedagogical technique most frequently adopted for implementing CT in K-12 education. NetLogo is the most frequently used co-design tool for teaching and learning CT in K-12 education, and an interdependence exists between NetLogo and the Common Online Data Analysis Platform. Co-design also helps teachers develop the ability to use co-design pedagogical techniques to learn, create content, and integrate CT into their various subjects. This study contributes to practical knowledge by unraveling and advocating the use of dialogical, prompting, framing, and game-based techniques as co-design pedagogical techniques for K-12 teachers and also helps teachers identify useful co-design tools for learning CT.

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Co-design Pedagogy for Computational Thinking Education in K-12: A Systematic Literature Review

Sunday,

Agbo,

Suhonen

2024

Tech Know Learn

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Scoping review of kindergarten research involving the Classroom Assessment Scoring System (CLASS) in Mainland China

Gao,

Li,

Bautista

et al. 2024

Asia Pacific Educ. Rev.

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Like many countries, Mainland China is committed to improving process quality in kindergartens (children aged 3 to 6), specifically the quality of teacher–child interactions. The Classroom Assessment Scoring System (CLASS; Pianta, 2008, in Classroom Assessment Scoring System™: Manual K-3, Paul H Brookes Publishing, Baltimore) is a widely used tool to assess and potentially improve interactional quality. While CLASS has been increasingly used by researchers in China, much of the literature has been published in the Chinese language and, thus, is inaccessible to international readers. To overcome this barrier, this scoping review analyzes existing empirical research involving CLASS in Chinese kindergartens. Publications in English and Chinese were considered. Fifty-five peer-reviewed articles published between 2008 and 2023 were included. Most studies were conducted in public kindergartens in urban areas and developed regions of China, adopting quantitative research designs with relatively small sample sizes. We identified six different types of research purposes. Many of the available studies did not follow established CLASS procedures. We conclude that the evidence available for enhancing teacher–child interactional quality and supporting policy reforms in China remains somewhat weak. We encourage Chinese researchers and policymakers to implement CLASS in large-scale teacher performance evaluations and professional development studies.

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Building professional resilience: School music teachers’ instructional practice development under curriculum reform

Yang,

Zhang

2023

Research Studies in Music Education

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This study used a mixed-methods approach to investigate the characteristics and development of teachers’ resilience profiles during ongoing school music curriculum reforms in mainland China. During a 12-month voluntary teacher development project, seven mid-career schoolteachers based in Shenzhen City, South China, helped collect longitudinal data on their resilience profiles and instructional practices. Inspired by Mansfield’s resilience model, this study developed a model of the essential dynamics in the resilience development process of individual teachers. The working model mapped the identified factors of teachers’ resilience development into a coordinate system that incorporated two approaches (receptive and autonomous) to resilience building, with two scenarios (mandatory or conditional) in curriculum implementation. The findings suggested that (a) teachers exhibited different resilience properties shaped by both personal and contextual factors, as well as the connection pathways between factors, and (b) teachers used a variety of strategies to build resilience to policy and environmental constraints, including mentoring, peer support, problem-solving, relationship management, and pedagogy innovation. These strategies were mapped onto a functional model for resilience development in curriculum implementation, which further extended the application of Mansfield’s conceptual framework to teacher education programs. Although this study recognized the value of quantitative research instruments in capturing resilience profiles, the ecological validity and reliability concerns of these measurements were also discussed.

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From Mutual Creation to Mutual Benefit: China’s National Teacher Training Program between Higher Teacher Education and K-12 Teachers

Cited by 3 publications

References 4 publications

Co-design Pedagogy for Computational Thinking Education in K-12: A Systematic Literature Review

Co-design Pedagogy for Computational Thinking Education in K-12: A Systematic Literature Review

Scoping review of kindergarten research involving the Classroom Assessment Scoring System (CLASS) in Mainland China

Building professional resilience: School music teachers’ instructional practice development under curriculum reform

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