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Reciprocal Learning between Canada and China in teacher education and School education:Partnership Studies of Practice in Cultural Context

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Frontiers of education in China 2017年第2期12卷 135-150页

作者： Shijing XU F.Michael CONNELLY Faculty of education and Academic Development University of WindsorWindsorON N9B 3P4Canada Ontario Institute for Studies in education University of TorontoTorontoON M5S 1V6Canada

Abstract In this introduction we describe the purpose and structure of the Canada-China Reciprocal Learning in teacher education and School education Partnership Grant Project sponsored by the Social Sciences and Humanities Council of Canada(SSHRC)in 2013−2020,and describe the project’s practice-based methodology along with a discussion of selected preliminary *** papers presented in this special issue of Frontiers of education in China animate our discussion by bringing forward important school-based activities and *** heart of this work is the collaborative activity and voices of Chinese and Canadian *** illustrate our concept of reciprocal learning and how we apply this concept in our Partnership Grant *** believe that we have heavily benefited from the productive work and impact that has been made in the field of comparative education and we have put our emphasis on Reciprocal Learning as Collaborative Partnership throughout our project.

关键词： reciprocal learning partnership teacher education school education Sister School collaborative

Institutional innovation and systematic construction of teacher education in the transformational period

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Frontiers of education in China 2006年第2期1卷 201-211页

作者： Xie Anbang Institute of Higher education East China Normal UniversityShanghai 200062China

teacher education in China has entered an important period of transformation which requires institutional innovation and systematic *** education institutions should be gradually reshaped to meet the needs of elementary and secondary schools that are run on an autonomous basis.A system of teaching qualification certification and teacher education institution accreditation should be ***,a system of curriculum appraisal of teacher education as well as the performance assessment of teacher education institutions should also be set *** the meantime,making corresponding policies is necessary to accommodate the reform and development of teacher education.

关键词： teacher education Transformation Institutional innovation Systematic construction

From Scale to Quality:Experiences and Challenges in teacher education in China

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ECNU Review of education 2019年第2期2卷 196-204页

作者： Bin Zhou East China Normal University

Purpose:This essay examines the history of China’s teacher education policies,summarizes the Chinese experience of teacher education reform,and frames the major challenges facing teacher education reform in China ***/Approach/Methods:This relies upon a detailed analysis of the teacher education policies implemented by China since *** also explores the actual practice of Chinese teacher education reform by examining the ways in which such reforms have contributed to the overall reform of China’s basic education ***:Chinese teacher education places emphasis on the cultivation of teachers’devotion to education and the importance of improving the teaching skills of normal college *** effective teacher governance mechanism is the institutional guarantee for the positive role of ***,the absence of comprehensive universities in the open teacher education system and a lack of autonomy for teachers in the performance management system are major challenges facing teacher education in ***/Value:This essay has outlined the most current and recent reform efforts in China’s teacher *** also explores how such efforts fit into the larger scheme of basic education reform in China.

关键词： China governance teacher education teacher policy

Internationalization of Canadian teacher education:teacher Candidates' Experiences and Perspectives

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ECNU Review of education 2022年第3期5卷 425-449页

作者： Yan Guo Shibao Guo Werklund School of education University of CalgaryCalgaryAlberta T2N IN4Canada Universityof Calgary

Purpose:Informed by social imaginary,Canadian exceptionalism,and social inclusion,this study explores how teacher candidates experience and interpret internationalization at home at one university in ***/Approach/Methods:Data were collected from three sources:(a)policy analyses of public documents related to internationalization in Canada and at the university;(b)a student survey on the internationalization of higher education;and(c)individual interviews with 12 teacher *** interviewees were local,four White and four racialized minorities,and fourwere ***:Findings indicate that most participants relate internationalization to student *** present the Canadian society and themselves as open,tolerant,and *** an imaginary of Canadian exceptionalism does not necessarily coincide with everyday realities of international and racialized teacher *** reported that they experienced Eurocentric curricula,different forms of exclusion,and *** participants enacted agency todisrupt thedominance of White ***/Value:This research addresses knowledge gaps related to internationalization policy as teacher candidates'voices are not often heard in internationalization *** study suggests that the internationalization of teacher education requires decolonization of curriculum,bridging with anti-racism education,and the internationalization of teacher educators.

关键词： Canada higher education internationalization policy and practice teacher education

Taking It with You:teacher education and the Baggage of Cultural Dialogue

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Frontiers of education in China 2015年第2期10卷 175-200页

作者： Ann FRKOVICH College of education DePaul UniversityChicagoIL 60614USA

This case study contributes to counterpoints made to world culture theory and underscores that at the micro,classroom-level,rural Chinese teachers in a reform-oriented professional development course,and reform-oriented *** trainers,understand educational reform,and the realities of education in these two cultures,very *** study examines interviews conducted with *** of English who taught the Oral English Training Course(OETC),a professional development course for rural Chinese teachers of English in Jiangxi province from 2007 to *** teachers reveal how their own understandings and assumptions around teaching and learning shape what and how they teach,and how they evaluate the work of *** study explains that included in the literal baggage of these foreign teachers teaching in China,is their figurative baggage,which includes their own cultural *** thrust of this study lies in uncovering the ideologies,assumptions,and educative constructs of foreign teachers,how these may be perceived by the Chinese teachers that they teach,and how all of this is steeped in the realities in education and the individual experiences of local *** study ends with recommendations for collaboration between foreign teachers of English in China,and their students,particularly Chinese teachers of English in China.

关键词： teacher education culture collaboration teaching abroad

The Current Status of Tutors Perceptions and Practices on the Integration of ICT and Information Skills among Preservice teachers in Tanzania——A Case of teacher education Colleges

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The Current Status of Tutors Perceptions and Practices on th...

作者： Ayubu Ismail Ngao 浙江师范大学

学位级别：硕士

The study aimed to analyze the current status of tutors on their perceptions and practices on the Integration of ICT and Information Skills among Preservice teachers in *** study explored tutors’ perceptions of integrating these skills,how tutors integrate these skills,and the challenges or complexities tutors and preservice teachers encountered during the ***,to offer the possible solutions that can be enacted towards teacher education to effectively integrate ICT and Information skills during teachers’ preparation in teacher education colleges in *** the nature of these research questions,the research adopted a mixed research *** data were collected using methods such as questionnaires,interviews,and documentary ***,quantitative data obtained through questionnaires and document reviews were analyzed by Statistical computer software（SPSS）Version PASW Statistics *** contrast,qualitative data were analyzed using Braun and Clarke’s thematic analysis,which consists of six primary phases: familiarization with data,generating initial codes,searching for themes,reviewing themes,defining and naming themes,and producing the *** findings indicated that many tutors have negative perceptions of integrating ICT and Information skills during preservice teacher *** showed a surface understanding of the basic computer skills that act as a key foundation during the integration ***,problem of internet connection and Wi-Fi across the campus,shortage of computer laboratories,limited support from the curriculum for teacher education,little policy support on ICT integration in teacher education were noted as key barriers during integration *** study suggested that independent policy for ICT in teacher education is vital for any developing country that shows plans and strategies for implementations;tutors should develop positive attitudes towards integrating ICT and Information skills during tea

关键词： ICT and Information skills teacher education Tutor Preservice teachers

The Quality of Pre-Service teacher education——A Case Study of Selected Universities and Colleges in Zambia

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The Quality of Pre-Service Teacher Education——A Case Study...

作者： MUNTANGA TWAMBO 浙江师范大学

学位级别：硕士

In any formal learning situation,teachers are indispensable because they are the catalysts of the learning process and the entire education system rests mainly on *** has shown that teachers play a significant role in improving student achievement *** is for this reason that,the quality of pre-service teacher education in Zambia needed to be scrutinized so that schools are staffed with high caliber and quality *** Kihn,and Miller（2010）assert that,many pre-service teachers are trained in schools with low admission standards,and many of those institutions accept nearly everyone who applies,as is the case in most teacher training institutions in *** is imperative that pre-service teacher education programmes should aim to prepare graduates to become quality teachers equipped with pedagogical practices that will serve to meet the increasing demands associated with the teaching profession（Bransford,Darling-Hammond,＆ Le Page,2005）.Using a purposive qualitative method of data collection,this case study sought to investigate and examine the quality of pre-service teacher education at selected universities and *** and focus group discussions（FGDs）were used to investigate the requirements needed for admission to teacher training universities and colleges,the approaches and strategies used to ensure that the right candidates are admitted and the effectiveness of the curriculum in ensuring the quality of pre-service teacher education in *** research findings indicated that recruitment was based on 5 ‘O’ levels of the national examination,motivation to be trained as a teacher was based on job security as opposed to intrinsic motivation,Moreover,the study revealed that most of the respondents could not explain what 21 st century skills were as enshrined in the curriculum and that it was challenging for them to assess them as there was no assessment framework for the contemporary *** inclusive teaching,it was reported

关键词： Pre-Service teacher teacher education teacher Quality Zambia

The Chinese Model of teacher education:Retrospects and Prospects over a Century

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Frontiers of education in China 2012年第3期7卷 417-442页

作者： Jun LI Department of educational Administration and Policy The Chinese University of Hong KongHong KongChina

This article aims at a comprehensive examination of the Chinese model of teacher education by critically revisiting the developmental trajectory of the teacher education system in China over the past century,with a particular focus on policy trends since the *** interrogates the Chinese model of teacher education with two macro lenses:the historical and the *** historical lens looks deeply into the Chinese way of reform with a catch-up mentality in various stages,while the comparative lens locates the Chinese model of teacher education in an international *** paper begins with a comprehensive review of the related literature,surveys the historical pathway of China’s modern teacher education system since its birth in 1897,presents an overview of the current provisions of the system,and examines recent policy trends in the landscape of China’s teacher ***,the article concludes that the Chinese model consists of a hybrid system of teacher education provided by normal schools,normal colleges and universities,with the participation of comprehensive universities and internet-based higher education institutions,and accompanied by a consistent licensing system for the teaching *** such core features as independence,openness,adaptability and diversity based on Confucian epistemology and pragmatism,the Chinese model of teacher education is likely to illuminate new paths for the development of education and the pursuit of excellence in the global community.

关键词： Chinese model teacher education policy reform Confucianism

Practice and Innovation of ＂teacher education＂ Training Mode： Take Zhanjiang Normal University for Example

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Review of Global Academics 2014年第4期1卷 293-300页

作者： Chen Qiongying Zeng Bo Huazhong University of science and technology Wuhan Hubei Hubei university Wuhan Hubei

This article adopts the method of case study, thorough analysis of Zhanjiang Normal University in teacher education training model innovation practice, explore its talent training innovation goals： to cultivate beauty, intelligence and physique full scale development ＂responsible, strong ability, good innovation＂. Came to the conclusion that the university talents training mode of innovative practice is specific to subjects and to students.

关键词： teacher education Talent training mode Innovation Zhanjiang Normal University