Abstract
This paper focuses on the work of senior high school teachers in three illustrative local authority regions of mainland China. It discusses interview and focus group data collected as part of ESRC/DfID-funded research which examined notions of quality as experienced by key stakeholders (national and local authority policy makers, teachers, head teachers and students). Building on previous international literature and current Chinese education policy, this paper examines aspects of teachers’ work as experienced within the context of a fast developing emerging economy, which emphasises a clear link between individual and national development. Barriers identified as impacting on the provision of good quality teaching arose, largely, from the pressures due to changing societal patterns and the demands of far reaching curriculum reform, which highlighted tensions between a traditional reliance on the primacy of exam results and a newer demand for all round development and lifelong learning. In addition, there were common concerns with various structural and funding inequalities, both across different regions and between urban and rural schools, which could lead to differential student experience, shortages of specialised teachers, and a lack of opportunity for good quality professional development.
Highlights
The search for evidence to develop high quality, sustainable education systems continues to intensify as national economies seek to compete globally
The opening Foreword to the findings of a recent Teaching and Learning Survey (TALIS), which reported on the views of teachers and principals in 23 countries, explained the task in the following way: The challenges facing education systems and teachers continue to intensify
Who are more academically talented from those who are less so, into customised learning systems that identify and develop the talents of all students. This will require the creation of ‘knowledge-rich’, evidence-based education systems, in which school leaders and teachers act as a professional community with the authority to act, the necessary information to do so wisely, and the access to effective support systems to assist them in implementing change. (OECD, 2009, p. 3)
Summary
The search for evidence to develop high quality, sustainable education systems continues to intensify as national economies seek to compete globally. Who are more academically talented from those who are less so, into customised learning systems that identify and develop the talents of all students This will require the creation of ‘knowledge-rich’, evidence-based education systems, in which school leaders and teachers act as a professional community with the authority to act, the necessary information to do so wisely, and the access to effective support systems to assist them in implementing change.
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
