The professional development of rural teachers in China based on their relationship with “left-behind” children

Liu, Xiaojing; Li, Yulong; Chen, Chen

doi:10.1080/1359866x.2023.2231860

Cited by 3 publications

(1 citation statement)

References 32 publications

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“…Furthermore, the research findings underscored the importance of challenging and difficult-to-manage students as a noteworthy factor in shaping teachers' comprehension of pedagogical processes. Such encounters with challenging students served as a foundational element for the development of prospective teachers, particularly in terms of enhancing their capacity for reflection on their pedagogical practices and elevating their PI [11].…”

Section: Teachers' Professional Identitymentioning

confidence: 99%

Cultivating Professional Identity: The Vital Role of Practical Teaching Experience for Future Educators

Simon

2024

Education Sciences

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This article endeavors to investigate the impact of three years of teaching experience acquired during student teaching training on the professional identity of aspiring educators. The ensuing literature review expounds upon the concepts of identity and professional identity. To scrutinize this subject comprehensively, a quantitative study was conducted, the details of which are elucidated in the subsequent section devoted to research methodology. The findings of this study underscore the paramount significance of fostering a sense of belonging and mission as integral components that underpin the means of support, adaptability, and PI development, particularly pertinent to student teachers and, especially, those immersed in the practical experience phase, as discerned through their self-perceptions. The principal conclusions and insights drawn from the cumulative body of research evidence underscore that, despite the recent recognition accorded the pedagogical training processes and their multifaceted impact on various aspects of a student’s life as a future educator, the teaching profession still remains underappreciated. Remarkably, the unanticipated discovery that surfaced during this research underscores the heightened importance of active engagement in teaching experience as an indispensable element in the formulation and refinement of a future graduate poised to spearhead trajectory of education in the forthcoming generations. The investigation surveyed 216 students pursuing teaching degrees, analyzing their professional identity development throughout their academic journey. Results revealed a positive association between the students’ advancement in their training curriculum and the enhancement of their professional identity. Specifically, as students progressed further in their studies, there was a discernible growth in their identification with the teaching profession.

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Section: Teachers' Professional Identitymentioning

confidence: 99%

Cultivating Professional Identity: The Vital Role of Practical Teaching Experience for Future Educators

Simon

2024

Education Sciences

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How Do Rural Teachers in China Explain Their Students’ Underachievement? An Attribution Theory and Agency Perspective

Zhao,

Huang,

Edirisingha

2024

Asia-Pacific Edu Res

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Effective Teacher Professional Development and Its Influencing Factors: A Cross-National Comparison of the United States, China, Finland, and Singapore

Zhang,

Lyu,

Qiu

2024

Journal of Teacher Education

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The promotion of effective teacher professional development (ETPD) is a critical issue in the field of teacher education. The present study investigated how ETPD is affected simultaneously by teacher- and school-level factors across the United States, China, Finland, and Singapore. The data were drawn from the Teaching and Learning International Survey (TALIS 2018) and analyzed using a hierarchical linear model. Findings showed that scores on social utility motivation to teach, self-efficacy in student engagement, and school participative climate were positively and significantly correlated with scores on ETPD across the four countries. It was concluded that gender, education background, teaching experience, personal utility motivation to teach, teacher self-efficacy in classroom management, and teacher–student relations made significant, yet inconsistent, differences in ETPD in the four countries. Motivating teachers to teach and creating a democratic, participatory, and caring school culture may be important measures to promote effective professional development of teachers globally.

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The professional development of rural teachers in China based on their relationship with “left-behind” children

Cited by 3 publications

References 32 publications

Cultivating Professional Identity: The Vital Role of Practical Teaching Experience for Future Educators

Cultivating Professional Identity: The Vital Role of Practical Teaching Experience for Future Educators

How Do Rural Teachers in China Explain Their Students’ Underachievement? An Attribution Theory and Agency Perspective

Effective Teacher Professional Development and Its Influencing Factors: A Cross-National Comparison of the United States, China, Finland, and Singapore

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