Pub Date : 2024-05-01DOI: 10.1177/2212585x241253914
Xin Wang
As the demand for American education has been growing in China in the last two decades, it is important to understand the desire of Chinese students for pursuing their higher education in the U.S. Based on a recent survey of Chinese students in the U.S., this study intersects the desire for education abroad with social class theories, particularly on how China’s middle class view studying in the U.S. as a way of pursuing their global mobility as well as social mobility, and how their desires intersect with the interests of state, market, society as well as interests of family and self. The study employs both qualitative and quantitative research design in order to understand how Chinese middle-class students see studying in the U.S. as a means to seek cosmopolitan capital and self-development. It examines which socio-economic factors have significant impacts on the motivations of China’s middle-class students pursuing their higher education in the U.S. The findings reveal that middle-class families view studying abroad in the U.S. as a way of pursuing their global mobility, social mobility as well as cosmopolitan capital.
{"title":"Socioeconomic status, cosmopolitanism, and educational aspirations: A study of China’s middle-class students pursuing higher education in the U.S. amidst geopolitical tensions","authors":"Xin Wang","doi":"10.1177/2212585x241253914","DOIUrl":"https://doi.org/10.1177/2212585x241253914","url":null,"abstract":"As the demand for American education has been growing in China in the last two decades, it is important to understand the desire of Chinese students for pursuing their higher education in the U.S. Based on a recent survey of Chinese students in the U.S., this study intersects the desire for education abroad with social class theories, particularly on how China’s middle class view studying in the U.S. as a way of pursuing their global mobility as well as social mobility, and how their desires intersect with the interests of state, market, society as well as interests of family and self. The study employs both qualitative and quantitative research design in order to understand how Chinese middle-class students see studying in the U.S. as a means to seek cosmopolitan capital and self-development. It examines which socio-economic factors have significant impacts on the motivations of China’s middle-class students pursuing their higher education in the U.S. The findings reveal that middle-class families view studying abroad in the U.S. as a way of pursuing their global mobility, social mobility as well as cosmopolitan capital.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"2018 20-21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141026904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-01DOI: 10.1177/2212585x241253913
Wenxia Wang, Jeff Bale
Investigating the experiences of four new Chinese language teachers from diverse backgrounds in a Midwest state, this study explores their interactions with curriculum during their first year of teaching in U.S. K-12 schools. Using Zeichner and Gore’s interactive perspective of teacher socialization, the study gathered qualitative data from multiple sources and formats. The data underwent coding and analysis in NVivo 8. The findings revealed that these new teachers had limited access to K-12 Chinese curriculum and lacked sufficient knowledge about it. Consequently, they faced challenges in making informed curricular decisions and struggled in their daily instruction. Despite these obstacles, the teachers managed to create their own curricula, implement student-centered teaching, and incorporate both Pinyin and Chinese characters in their instruction. The paper concludes with recommendations for Chinese teacher education.
{"title":"New K-12 Chinese teachers’ experiences with curriculum: Flexibilities and difficulties","authors":"Wenxia Wang, Jeff Bale","doi":"10.1177/2212585x241253913","DOIUrl":"https://doi.org/10.1177/2212585x241253913","url":null,"abstract":"Investigating the experiences of four new Chinese language teachers from diverse backgrounds in a Midwest state, this study explores their interactions with curriculum during their first year of teaching in U.S. K-12 schools. Using Zeichner and Gore’s interactive perspective of teacher socialization, the study gathered qualitative data from multiple sources and formats. The data underwent coding and analysis in NVivo 8. The findings revealed that these new teachers had limited access to K-12 Chinese curriculum and lacked sufficient knowledge about it. Consequently, they faced challenges in making informed curricular decisions and struggled in their daily instruction. Despite these obstacles, the teachers managed to create their own curricula, implement student-centered teaching, and incorporate both Pinyin and Chinese characters in their instruction. The paper concludes with recommendations for Chinese teacher education.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"60 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141039220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-01DOI: 10.1177/2212585x241253915
Denis Leonov
Australia competes with other popular study destinations for its share in the international student market. As the largest cohort of international students in the country, this article explores factors influencing Chinese students to select Australia as their final study destination instead of the United States, the United Kingdom, or Canada. Within the theoretical lens of the push-and-pull model and drawing on semi-structured interviews with 22 Chinese graduates who studied at Australian universities, this research provides evidence about the factors driving Chinese international students to choose Australia as their study destination. Notably, the research participants had also considered other study destination countries for their popularity among young Chinese, sought-after education systems, and career opportunities. However, higher costs and colder climates were among the major push factors of those countries. A prior connection to the country was Australia’s foremost pull factor. China’s competitive education system and labour market, and social and cultural norms pushed participants to seek international education options.
{"title":"Factors influencing Chinese international students’ preference for Australia as a study destination: A qualitative analysis","authors":"Denis Leonov","doi":"10.1177/2212585x241253915","DOIUrl":"https://doi.org/10.1177/2212585x241253915","url":null,"abstract":"Australia competes with other popular study destinations for its share in the international student market. As the largest cohort of international students in the country, this article explores factors influencing Chinese students to select Australia as their final study destination instead of the United States, the United Kingdom, or Canada. Within the theoretical lens of the push-and-pull model and drawing on semi-structured interviews with 22 Chinese graduates who studied at Australian universities, this research provides evidence about the factors driving Chinese international students to choose Australia as their study destination. Notably, the research participants had also considered other study destination countries for their popularity among young Chinese, sought-after education systems, and career opportunities. However, higher costs and colder climates were among the major push factors of those countries. A prior connection to the country was Australia’s foremost pull factor. China’s competitive education system and labour market, and social and cultural norms pushed participants to seek international education options.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"184 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141049995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-01DOI: 10.1177/2212585x241253918
HuiHui Li, Zhanni Li, Hasan Tınmaz
Rural teachers are fundamental to rural education. Currently, the high turnover rate of rural teachers is a bottleneck that restricts the improvement of rural education quality. However, most existing studies focus on why rural teachers cannot stay but do not pay enough attention to the reasons for them to stay. Therefore, from the perspective of retention, this study breaks through the limitations of teacher stability represented by teacher turnover in the past and further enriches the theoretical understanding of rural teacher retention. This study adopts a questionnaire survey of 588 rural teachers in Yulin City, Shaanxi province, China. It found that the overall retention intention (emotional retention and interest retention) of rural teachers was not very strong, and it shows statistically significant differences in terms of age, address on their ID card, marital status, educational level, years of teaching in rural areas, and the type of house they currently live in. The following three strategies are proposed in the hope of stabilizing the rural teacher team: (i) Focus on key groups and accurately meet the real needs of rural teachers, (ii) Strengthen professional identity to improve benefit retention intention, and (iii) Promote occupational happiness to further enhance the emotional retention intention of rural school teachers.
{"title":"The influence of professional identity and occupational well-being on retention intention of rural teachers in China","authors":"HuiHui Li, Zhanni Li, Hasan Tınmaz","doi":"10.1177/2212585x241253918","DOIUrl":"https://doi.org/10.1177/2212585x241253918","url":null,"abstract":"Rural teachers are fundamental to rural education. Currently, the high turnover rate of rural teachers is a bottleneck that restricts the improvement of rural education quality. However, most existing studies focus on why rural teachers cannot stay but do not pay enough attention to the reasons for them to stay. Therefore, from the perspective of retention, this study breaks through the limitations of teacher stability represented by teacher turnover in the past and further enriches the theoretical understanding of rural teacher retention. This study adopts a questionnaire survey of 588 rural teachers in Yulin City, Shaanxi province, China. It found that the overall retention intention (emotional retention and interest retention) of rural teachers was not very strong, and it shows statistically significant differences in terms of age, address on their ID card, marital status, educational level, years of teaching in rural areas, and the type of house they currently live in. The following three strategies are proposed in the hope of stabilizing the rural teacher team: (i) Focus on key groups and accurately meet the real needs of rural teachers, (ii) Strengthen professional identity to improve benefit retention intention, and (iii) Promote occupational happiness to further enhance the emotional retention intention of rural school teachers.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"296 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141144357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/2212585x241242521
Jing Lin
This article discusses the formidable challenges facing humanity, including wars, conflicts, climate change, species extinction, social divisiveness, and moral breakdown. The article critiques that contemporary education has fallen short in providing effective solutions to address these challenges, often directing learners to seek external answers while neglecting their inner wisdom. Self discovery and fostering a profound connection not only with ourselves but also with one another and Mother Nature would lead to peace and stewardship of the Earth. The article explores how we can harness the transformative power of love and compassion through contemplative practices deeply rooted in world wisdom traditions. These practices enable us to nurture the vital life force that sustains people, nature, and the entire universe. By cultivating our life energy and virtues, we expand our awareness to connect with all beings and existence and expand our capacity to drive social change.
{"title":"Educating for wisdom, love, and eco-cosmic Ubuntu: Toward an equitable planet","authors":"Jing Lin","doi":"10.1177/2212585x241242521","DOIUrl":"https://doi.org/10.1177/2212585x241242521","url":null,"abstract":"This article discusses the formidable challenges facing humanity, including wars, conflicts, climate change, species extinction, social divisiveness, and moral breakdown. The article critiques that contemporary education has fallen short in providing effective solutions to address these challenges, often directing learners to seek external answers while neglecting their inner wisdom. Self discovery and fostering a profound connection not only with ourselves but also with one another and Mother Nature would lead to peace and stewardship of the Earth. The article explores how we can harness the transformative power of love and compassion through contemplative practices deeply rooted in world wisdom traditions. These practices enable us to nurture the vital life force that sustains people, nature, and the entire universe. By cultivating our life energy and virtues, we expand our awareness to connect with all beings and existence and expand our capacity to drive social change.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"8 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140520164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/2212585x231213453
Minghui Hou
International students have played an important role in bolstering the soft power of host countries. However, despite their significant contributions to enhancing soft power, Chinese international graduate students, in particular, have faced a less-than-welcoming environment. As US-China geopolitical tensions grow, we know less about the effects on Chinese international graduate students’ experiences and mobility. Through a phenomenology study of eleven Chinese international graduate students’ narratives, this study draws interrelated theories of soft power and the push-pull model to explore how US-China geopolitical tensions shift Chinese students’ experience and mobility. The findings indicate that Chinese students are changing and have more academic and career options. Chinese students have also encountered stereotypes, xenophobia, and Sinophobia, which might shift their decisions on future mobility.
{"title":"Navigating Chinese international graduate students’ experiences and mobility during US-China geopolitical tensions","authors":"Minghui Hou","doi":"10.1177/2212585x231213453","DOIUrl":"https://doi.org/10.1177/2212585x231213453","url":null,"abstract":"International students have played an important role in bolstering the soft power of host countries. However, despite their significant contributions to enhancing soft power, Chinese international graduate students, in particular, have faced a less-than-welcoming environment. As US-China geopolitical tensions grow, we know less about the effects on Chinese international graduate students’ experiences and mobility. Through a phenomenology study of eleven Chinese international graduate students’ narratives, this study draws interrelated theories of soft power and the push-pull model to explore how US-China geopolitical tensions shift Chinese students’ experience and mobility. The findings indicate that Chinese students are changing and have more academic and career options. Chinese students have also encountered stereotypes, xenophobia, and Sinophobia, which might shift their decisions on future mobility.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139393051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/2212585x241242522
Shoko Yamada
Since the UN passed its Universal Declaration of Human Rights in 1948, there has been a seemingly commonsense equation between schooling and education, and access to quality schooling is considered to mean the assurance of educational rights. Against such an assumption, this paper demonstrates the complex nature of educational equity in the modern world, where the demands for knowledge are in constant flux. If the purpose of education is solely to acquire knowledge, learning can occur outside the institutionalized school system. However, individuals and societies place a high value on formal education and its credentials, which intensifies the competition for higher and better education. The simple equation of educational rights with schooling has a risk of fanning such thirst for credentials rather than equalizing opportunities. The author argues that the world culture of schooling and international tests have contributed to standardizing the popular aspiration globally along the axes of years in school and test results. In today’s dynamic world, individuals have to continue learning throughout their lives to catch up with changing demands for knowledge. Therefore, the concept of equity should be more in line with individuals’ motivations and contexts of learning than with the access to and quality of educational institutions.
{"title":"Can we achieve equitable learning beyond hierarchical measurement? Challenges in the era of lifelong learning","authors":"Shoko Yamada","doi":"10.1177/2212585x241242522","DOIUrl":"https://doi.org/10.1177/2212585x241242522","url":null,"abstract":"Since the UN passed its Universal Declaration of Human Rights in 1948, there has been a seemingly commonsense equation between schooling and education, and access to quality schooling is considered to mean the assurance of educational rights. Against such an assumption, this paper demonstrates the complex nature of educational equity in the modern world, where the demands for knowledge are in constant flux. If the purpose of education is solely to acquire knowledge, learning can occur outside the institutionalized school system. However, individuals and societies place a high value on formal education and its credentials, which intensifies the competition for higher and better education. The simple equation of educational rights with schooling has a risk of fanning such thirst for credentials rather than equalizing opportunities. The author argues that the world culture of schooling and international tests have contributed to standardizing the popular aspiration globally along the axes of years in school and test results. In today’s dynamic world, individuals have to continue learning throughout their lives to catch up with changing demands for knowledge. Therefore, the concept of equity should be more in line with individuals’ motivations and contexts of learning than with the access to and quality of educational institutions.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"17 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140521034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/2212585x241242519
Jingwun Liang
The recent reform movement of higher education policies, which are modeled on the top-ranked Western higher education institutions globally, has significantly impacted the administrative model among universities in Taiwan. This study takes the Higher Education Sprout Project, one of the current governmental higher education policies, as an example to examine the problem representation of the policy discourse and how one regionally selective university responds to the policy. This study aims to provide an alternative perspective to unpack how the global university rankings and the entrenched “world-class” imaginary have represented higher education improvement agenda in Taiwan. By bringing light to a coloniality perspective, this study argues that the ongoing colonial logic has been promoted and perpetuated by current higher education policies, which have reshaped the institutional mission of Taiwanese universities. The long-term misinterpreted connotation of “internationalization” and the entrenched “world-class” ideology within policy discourses have overlooked and systemically denied the Western hegemony of epistemic violence, as well as the Anglo-American dominated academic coloniality.
{"title":"Educational improvement to whose images? – A coloniality perspective of higher education policy in Taiwan","authors":"Jingwun Liang","doi":"10.1177/2212585x241242519","DOIUrl":"https://doi.org/10.1177/2212585x241242519","url":null,"abstract":"The recent reform movement of higher education policies, which are modeled on the top-ranked Western higher education institutions globally, has significantly impacted the administrative model among universities in Taiwan. This study takes the Higher Education Sprout Project, one of the current governmental higher education policies, as an example to examine the problem representation of the policy discourse and how one regionally selective university responds to the policy. This study aims to provide an alternative perspective to unpack how the global university rankings and the entrenched “world-class” imaginary have represented higher education improvement agenda in Taiwan. By bringing light to a coloniality perspective, this study argues that the ongoing colonial logic has been promoted and perpetuated by current higher education policies, which have reshaped the institutional mission of Taiwanese universities. The long-term misinterpreted connotation of “internationalization” and the entrenched “world-class” ideology within policy discourses have overlooked and systemically denied the Western hegemony of epistemic violence, as well as the Anglo-American dominated academic coloniality.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140527296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/2212585x241234333
Lin Chen, Norzihani Saharuddin, Mohd Mokhtar Muhamad
In China, unethical behaviour in academic work is regarded as a severe problem in higher education that has the potential to stifle the growth of creativity and innovation. However, research on ethical behaviour in academic work is still uncommon in private colleges, particularly from the perspective of undergraduate students. As a result, the purpose of this qualitative study is to explore Chinese private college students’ perceptions of the concept of ethical behaviour in academic work. Bandura’s social cognitive theory examined and analysed students’ perceptions and perspectives on ethical behaviour in academic work. To assess participants’ perceptions, one-on-one semi-structured interview, focus group discussion, and reflection in narrative story writing were conducted. The study sample consisted of five participants from three private colleges in three cities in China. According to the content analysis findings, Chinese private college students’ perspectives of the concept of ethical behaviour in academic work are social and professional academic ethics and academic malpractices. Meanwhile, Chinese private college students’ perspectives of the concept of ethical behaviour in academic work are academic misconduct and academic professional standards. The results have practical significance for helping private college students overcome ethical behaviour problems in academic work.
{"title":"An exploration of private college students’ perceptions of the concept of ethical behaviour in academic work in China","authors":"Lin Chen, Norzihani Saharuddin, Mohd Mokhtar Muhamad","doi":"10.1177/2212585x241234333","DOIUrl":"https://doi.org/10.1177/2212585x241234333","url":null,"abstract":"In China, unethical behaviour in academic work is regarded as a severe problem in higher education that has the potential to stifle the growth of creativity and innovation. However, research on ethical behaviour in academic work is still uncommon in private colleges, particularly from the perspective of undergraduate students. As a result, the purpose of this qualitative study is to explore Chinese private college students’ perceptions of the concept of ethical behaviour in academic work. Bandura’s social cognitive theory examined and analysed students’ perceptions and perspectives on ethical behaviour in academic work. To assess participants’ perceptions, one-on-one semi-structured interview, focus group discussion, and reflection in narrative story writing were conducted. The study sample consisted of five participants from three private colleges in three cities in China. According to the content analysis findings, Chinese private college students’ perspectives of the concept of ethical behaviour in academic work are social and professional academic ethics and academic malpractices. Meanwhile, Chinese private college students’ perspectives of the concept of ethical behaviour in academic work are academic misconduct and academic professional standards. The results have practical significance for helping private college students overcome ethical behaviour problems in academic work.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140523949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/2212585x241242529
Yueling Luo, Huan Li
Enhancing professional competence of inclusive education teachers is a crucial measure to promote the development of inclusive education. The Inclusive Pedagogical Approach in Action is an evidence-based framework that has demonstrated effectiveness in various countries, providing comprehensive, practical, and specific advantages for enhancing the professional competence of inclusive education teachers. In this study, the formation backgrounds, theoretical connotations, and practical applications of this framework was systematically analyzed to gain insights into enhancing the professional competence of inclusive education teachers in China. The findings suggested that inclusive education teachers should develop evidence-based thinking, respect students’ diversity, uphold their inclusive education beliefs, foster multi-stakeholder collaboration, and tailor solutions to the local contexts. Implementing these measures is expected to promote the high-quality development of inclusive education in China.
{"title":"An evidence-based inclusive pedagogical approach in action and its insights for enhancing the professional competence of inclusive education teachers in China","authors":"Yueling Luo, Huan Li","doi":"10.1177/2212585x241242529","DOIUrl":"https://doi.org/10.1177/2212585x241242529","url":null,"abstract":"Enhancing professional competence of inclusive education teachers is a crucial measure to promote the development of inclusive education. The Inclusive Pedagogical Approach in Action is an evidence-based framework that has demonstrated effectiveness in various countries, providing comprehensive, practical, and specific advantages for enhancing the professional competence of inclusive education teachers. In this study, the formation backgrounds, theoretical connotations, and practical applications of this framework was systematically analyzed to gain insights into enhancing the professional competence of inclusive education teachers in China. The findings suggested that inclusive education teachers should develop evidence-based thinking, respect students’ diversity, uphold their inclusive education beliefs, foster multi-stakeholder collaboration, and tailor solutions to the local contexts. Implementing these measures is expected to promote the high-quality development of inclusive education in China.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"2014 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140516160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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