The honourable road and its impact on teacher practice: an analysis of China's national honour system in cultivating professional development

Song, Huan; Zhu, Xudong; Liu, Laura B.

doi:10.1080/1359866x.2013.809055

Cited by 20 publications

(23 citation statements)

References 21 publications

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“…A teacher honour system is also instituted in Chinese schools. Teachers are classified according to a tiered 'expertise' ladder 2 ; those with recognised teaching expertise (yewu) receive the title of backbone (gugan) teachers at school, district, provincial (municipal) or national levels (Song et al, 2015). These expert teachers are identified so that they can share their expertise in practice and provide coaching and mentoring for their peers.…”

Section: Contextmentioning

confidence: 99%

Building and leading a learning culture among teachers

Qian¹,

Walker²,

Yang

2016

Educational Management Administration & Leadership

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A positive teacher learning culture is important to effect meaningful changes in schools. Literature has established that successful school leaders can build and nurture learning cultures among teachers. However, less is known about how school leaders can shape the culture and make learning conditions happen at the schools in the Chinese education context. This paper reports an in-depth qualitative case study of a primary school in Shanghai. Using data collected from the principal, vice principal, mid-level leaders and teachers, the study attempts to answer these two questions: how do the school leaders build and nurture a positive teacher learning culture, and how does this culture affect teachers' working lives?

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Section: Contextmentioning

confidence: 99%

Building and leading a learning culture among teachers

Qian¹,

Walker²,

Yang

2016

Educational Management Administration & Leadership

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“…This study highlights need for societal regard and support for teachers to increase, such that teachers grow as valued professionals in the eyes of society. Societal recognition is paramount for professional well-being (Song et al 2013). Societal regard is a benefit that continues to attract highly talented individuals to medicine and law professions, as the education profession loses highly qualified professionals, due to low pay and work conditions (Darling-Hammond 2013).…”

Section: Orient Policy Toward Personal and Professional Growthmentioning

confidence: 98%

“…If policy is able to address the emotional highs and lows unique to the stages of a teacher's professional life cycle, then it may be possible to not only retain teachers in the system (as few teachers leave the teaching profession in China), but also to maintain teachers' commitment and even passion in giving their best work to their students. In order for teachers to maintain personal passion and institutional mission in their commitment (Song et al 2013), they must be regarded as a precious resource (Goodwin 2012). Excellent teachers are passionate about their work because they care about their work and students (Noddings 2003(Noddings , 2005.…”

Section: Orient Policy Toward Personal and Professional Growthmentioning

confidence: 99%

Implications for Teacher Education Practice, Policy, and Research

Liu

2015

Teacher Educator International Professional Development as Ren

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In this study, ren emerges as a key practice for twenty-first-century teacher educators to appropriate, particularly through international professional development experiences. As globalization places individuals previously separate together in community, it becomes important to conceptualize what it means to become human together as a global, international work. The increasingly important global work of international relations cannot be left to political diplomats alone. Professionals across fields must engage with this call. Education practitioners and researchers play a central role and may need to lead the way in the shared work of cultivating not only national, but also global citizens. Humility is paramount as a skill to teach within and across cultures, languages, and nations. This study builds on the Confucian call for ren across cultures and dynasties throughout ancient China during the Confucian time period (551 BC-479 BC). This study imagines how the relational work of ren extends beyond the regional diversity of Confucius' time to include the global diversity of our twenty-first century. In this light, the modern Confucian junzi (君子), or exemplary person, is the teacher educator who is willing to take on the role of a learner in crossing international borders of cultural and linguistic difference. Such global engagement entails much more than tourist experiences of a culture's highlights. Engaging in this global work meaningfully entails long-term international immersion to begin to understand deeper nuances and structural dynamics involved in a culture's relational and political systems. Language learning adds significant insight in beginning to understand another domestic or international culture and is a practice highly encouraged by this study, even if cultivated at beginning levels. Learning context-based customs is involved in the Confucian practice of ren. Such intercultural awareness is gleaned through a spirit of humility when embracing the role of a learner (Kwo 2010).Humility is integral for a Confucian practice of ren emphasizing cultivation of harmonious moral societies, or yi (義). Applying this work in our twenty-first-

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“…In order for teachers to maintain personal passion and institutional mission in their commitment (Song et al 2013), they must be regarded as a precious resource (Goodwin 2012). In particular, An highlights need for teachers to receive not only career professional development, but also structured support meeting their individual personal needs.…”

Section: Orient Policy Toward Personal and Professional Growthmentioning

confidence: 99%

Teacher Educator International Professional Development as Ren

Liu

2015

New Frontiers of Educational Research

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The honourable road and its impact on teacher practice: an analysis of China's national honour system in cultivating professional development

Cited by 20 publications

References 21 publications

Building and leading a learning culture among teachers

Building and leading a learning culture among teachers

Implications for Teacher Education Practice, Policy, and Research

Teacher Educator International Professional Development as Ren

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