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Teacher education reform in China since 1978.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher education reform in China since 1978./
作者:	Shen, Anping.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1996,
面頁冊數:	202 p.
附註:	Source: Dissertations Abstracts International, Volume: 57-09, Section: A.
Contained By:	Dissertations Abstracts International57-09A.
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9611889
ISBN:	9798684649899

Teacher education reform in China since 1978.
Shen, Anping.

Teacher education reform in China since 1978. - Ann Arbor : ProQuest Dissertations & Theses, 1996 - 202 p.

Source: Dissertations Abstracts International, Volume: 57-09, Section: A.

Thesis (Ed.D.)--Boston University, 1996.

This item must not be sold to any third party vendors.

The year 1978 marks the beginning of China's present Reform Era, a social, economic and political movement that aims to modernize the Chinese economy and enhance China's national status. As part of the national effort to fulfill the missions of this ambitious modernization plan, teacher education reform has been vigorously promoted to be more responsive to and supportive of the social and economic agenda. This study examines the problems, policies, and prospects of China' s teacher education reform and development in the Reform Era since 1978. Particularly, this study examines the reform of the aims and curriculum of teacher education within a broad social context, which itself has been undergoing tremendous changes. The data sources for this study include historical documents, government statistics, state and education leaders speeches, institutional programs, academic and professional publications in both Chinese and English sources, as well as the author's personal and professional experiences with China's higher teacher education. The study started with research into the historical legacy and modern experiences of China's teacher education development and reform, which provide a significantly meaningful context for the current teacher education reform. The study divides the current reform era into three main periods: (a) institutional expansion and upgrading of teacher education from 1978 to 1984, (b) redefining the aims and function of teacher education from 1985 to 1989, and (c) teacher education curriculum reform under the market oriented economy from 1990 to the present. A case study of a higher teacher education institution was conducted as an illustration for the broad description and discussion of teacher education policy issues. Implications of this study include a need to clarify the aims of China's teacher education reform in order to achieve successful results. There should be a continued critical reevaluation of teacher education theory and practice, with expanded and alternative perspectives. The present changes of teacher education curriculum and principles should be supported in response to the undergoing social and economic changes. The prospect for China's teacher education reform is critical but hopeful.

ISBN: 9798684649899Subjects--Topical Terms:

3172312
Teacher education.

Teacher education reform in China since 1978.
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520 $a The year 1978 marks the beginning of China's present Reform Era, a social, economic and political movement that aims to modernize the Chinese economy and enhance China's national status. As part of the national effort to fulfill the missions of this ambitious modernization plan, teacher education reform has been vigorously promoted to be more responsive to and supportive of the social and economic agenda. This study examines the problems, policies, and prospects of China' s teacher education reform and development in the Reform Era since 1978. Particularly, this study examines the reform of the aims and curriculum of teacher education within a broad social context, which itself has been undergoing tremendous changes. The data sources for this study include historical documents, government statistics, state and education leaders speeches, institutional programs, academic and professional publications in both Chinese and English sources, as well as the author's personal and professional experiences with China's higher teacher education. The study started with research into the historical legacy and modern experiences of China's teacher education development and reform, which provide a significantly meaningful context for the current teacher education reform. The study divides the current reform era into three main periods: (a) institutional expansion and upgrading of teacher education from 1978 to 1984, (b) redefining the aims and function of teacher education from 1985 to 1989, and (c) teacher education curriculum reform under the market oriented economy from 1990 to the present. A case study of a higher teacher education institution was conducted as an illustration for the broad description and discussion of teacher education policy issues. Implications of this study include a need to clarify the aims of China's teacher education reform in order to achieve successful results. There should be a continued critical reevaluation of teacher education theory and practice, with expanded and alternative perspectives. The present changes of teacher education curriculum and principles should be supported in response to the undergoing social and economic changes. The prospect for China's teacher education reform is critical but hopeful.
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