“…Hope's case highlights the challenge teachers and schools face in the context of increasing parental involvement in their children's education and the demands they subsequently make, leading practitioners to make pedagogical decisions they consider unsound as a means of appeasement. In this sense, the findings provide empirical evidence to support suggestions in the literature that a shifting perception of the roles of parents and teachers in China can lead to challenges in promoting cooperation (Guo & Kilderry, ). Fay's experience closely resonated with this:Her child was required to remember 500 words every day.…”
Section: Resultssupporting
confidence: 76%
“…Meanwhile, Confucian influence has fostered the view that parents are responsible for producing successful children, able to achieve academically (Guo, ). Notwithstanding the strong influence of Confucianism, the notion of parenting and the roles of teachers and parents in the life of children in China are being redefined and reshaped (Guo & Kilderry, ), resulting in changing demands and expectations of schools and teachers (Wang, ). Meanwhile, responding to government policy initiatives, schools have begun to promote closer teacher–parent cooperation.…”
Section: Conceptual Frameworkmentioning
confidence: 99%
“…Emerging evidence suggests that these measures have resulted in some degree of tension, with teachers preferring parents to be involved at home and not at school and neither parents nor teachers being prepared to cooperate inside schools (Ng, ). Teachers thus need to navigate traditional expectations of expertise together with increasing parental involvement, resulting in tensions as teachers seek to maintain and assert their expert status in this shifting climate (Guo & Kilderry, ).…”
The importance of social interaction in a community of practice for promoting effective teacher learning is well established (Johnson & Golombek, 2011; Lave & Wenger, 1991). Research outlines the challenges language teachers experience in transitioning between teacher education programmes and the classroom, particularly regarding the theory–practice nexus, and emphasizes the professional community's key role in providing mentoring and support. In this regard, language teachers’ experiences in transitioning from theoretically oriented language education master's programmes to the language classroom are underresearched. This study reports data gathered from 21 mainland Chinese participants transitioning from master's programmes in three locations (Hong Kong, Scotland, and China) to language classrooms in China. In line with other research on teacher education programmes, this study's findings suggest interesting common experiences among these new teachers regardless of the context where their studies took place, including a sense of isolation, a “sink‐or‐swim” phenomenon leading to the abandonment of theoretically grounded pedagogical beliefs in exchange for adherence to “safe” practice, confusion regarding the relationship between learning on university programmes and the practice of teaching, and weak self‐efficacy as transitioning teachers face internal and external pressures. Implications and consequences are discussed in the context of the theory–practice nexus.
“…Hope's case highlights the challenge teachers and schools face in the context of increasing parental involvement in their children's education and the demands they subsequently make, leading practitioners to make pedagogical decisions they consider unsound as a means of appeasement. In this sense, the findings provide empirical evidence to support suggestions in the literature that a shifting perception of the roles of parents and teachers in China can lead to challenges in promoting cooperation (Guo & Kilderry, ). Fay's experience closely resonated with this:Her child was required to remember 500 words every day.…”
Section: Resultssupporting
confidence: 76%
“…Meanwhile, Confucian influence has fostered the view that parents are responsible for producing successful children, able to achieve academically (Guo, ). Notwithstanding the strong influence of Confucianism, the notion of parenting and the roles of teachers and parents in the life of children in China are being redefined and reshaped (Guo & Kilderry, ), resulting in changing demands and expectations of schools and teachers (Wang, ). Meanwhile, responding to government policy initiatives, schools have begun to promote closer teacher–parent cooperation.…”
Section: Conceptual Frameworkmentioning
confidence: 99%
“…Emerging evidence suggests that these measures have resulted in some degree of tension, with teachers preferring parents to be involved at home and not at school and neither parents nor teachers being prepared to cooperate inside schools (Ng, ). Teachers thus need to navigate traditional expectations of expertise together with increasing parental involvement, resulting in tensions as teachers seek to maintain and assert their expert status in this shifting climate (Guo & Kilderry, ).…”
The importance of social interaction in a community of practice for promoting effective teacher learning is well established (Johnson & Golombek, 2011; Lave & Wenger, 1991). Research outlines the challenges language teachers experience in transitioning between teacher education programmes and the classroom, particularly regarding the theory–practice nexus, and emphasizes the professional community's key role in providing mentoring and support. In this regard, language teachers’ experiences in transitioning from theoretically oriented language education master's programmes to the language classroom are underresearched. This study reports data gathered from 21 mainland Chinese participants transitioning from master's programmes in three locations (Hong Kong, Scotland, and China) to language classrooms in China. In line with other research on teacher education programmes, this study's findings suggest interesting common experiences among these new teachers regardless of the context where their studies took place, including a sense of isolation, a “sink‐or‐swim” phenomenon leading to the abandonment of theoretically grounded pedagogical beliefs in exchange for adherence to “safe” practice, confusion regarding the relationship between learning on university programmes and the practice of teaching, and weak self‐efficacy as transitioning teachers face internal and external pressures. Implications and consequences are discussed in the context of the theory–practice nexus.
“…It shows that the effort to reduce disaster risks in early childhood is possible. Early childhood may get effective education from both parents (Guo & Kilderry, 2018) and school (Izadkhah & Gibbs, 2015). The education that the children received in their early years would give a prolonged effect up to the point of adulthood (Shadbegian, Guignet, Klemick, & Bui, 2019).…”
Natural disaster happens quite frequently in Indonesia. The Government has attempted to tackle natural disaster by developing disaster mitigation mainstreaming plan in almost every aspect of the country's development fields, including in education. However, early childhood education remains overlooked in the discussion pertaining the natural disaster. Using a literature review approach, this paper aims to elaborate why early childhood education needs to be included in the nation's disaster mitigation mainstreaming program. The finding of this paper is expected to illuminate how early childhood education program should be designed in order to be responsive with the natural disaster.
“…Most studies indicate that teaching performance serve a pivotal role for exploring students learning outcomes. ( Chetty li 302 beijing international review of education 2 (2020) 301-306 & Rockoff, 2014; Corcoran, 2007;Guo & Kilderry, 2018). The promotion in teachers' profession is associated with improving the probability of learning outcomes and the quality of the colleges that students attend.…”
Since 2015, both the educational policymakers and practitioners in China passionately have sought to raise the educational quality, especially in Chinese rural schools. Series of significant and instructive reforms were designed to boost educational quality comes from China, where in 2015 the central government enacted an overwhelming educational policy to reform rural teacher development. China’s politics on reforming rural teacher development differ from similar reforms elsewhere in Asia countries due to the strong role of centralized top-down power representatives, various types of policy formation pathways and the final consulted settlement with the national and local teacher committees. This study also emphasizes the discussion on the complicated roles of distributive education politics and policy networks in contemporary Chinese education system.
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