Pub Date : 2021-03-04DOI: 10.1080/10611932.2021.1949215
Lin Li, Lijin Sha, J. Fang, Cancan Xiong
Abstract Intergovernmental Relations are conventionally defined as important interactions between governmental units of all types and levels. In the process of universalization of rural preschool education, intergovernmental relations act as an increasingly significant role in facilitating the operating mechanism of vertical institutions at national, provincial, and local levels. This study investigated the policy evolution of intergovernmental relations in the rural preschool educational management system since the founding of the People’s Republic of China. It reveals the developmental tendency of government accountabilities “from involvement to withdrawal and finally to leading”, the focus of government responsibilities “from grassroots institutes to higher-level governments”. The study also explores the influencing mechanisms that affect profound changes in the intergovernmental relations of rural preschool education, and proposes principles of “dominant role of governments, responsibilities heterogeneous at different levels, and appropriate match between administrative power and financial power” to further promote the reform of educational management system in a systematic and sustainable way.
{"title":"Intergovernmental Relations in the Educational Management System of Rural Preschool in China：Policy Evolution and Future Development","authors":"Lin Li, Lijin Sha, J. Fang, Cancan Xiong","doi":"10.1080/10611932.2021.1949215","DOIUrl":"https://doi.org/10.1080/10611932.2021.1949215","url":null,"abstract":"Abstract Intergovernmental Relations are conventionally defined as important interactions between governmental units of all types and levels. In the process of universalization of rural preschool education, intergovernmental relations act as an increasingly significant role in facilitating the operating mechanism of vertical institutions at national, provincial, and local levels. This study investigated the policy evolution of intergovernmental relations in the rural preschool educational management system since the founding of the People’s Republic of China. It reveals the developmental tendency of government accountabilities “from involvement to withdrawal and finally to leading”, the focus of government responsibilities “from grassroots institutes to higher-level governments”. The study also explores the influencing mechanisms that affect profound changes in the intergovernmental relations of rural preschool education, and proposes principles of “dominant role of governments, responsibilities heterogeneous at different levels, and appropriate match between administrative power and financial power” to further promote the reform of educational management system in a systematic and sustainable way.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"56 1","pages":"21 - 37"},"PeriodicalIF":0.0,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86754217","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 : 2021-03-04DOI: 10.1080/10611932.2021.1949208
Beibei Zhang, Yong Jiang, Jie Zhou
Abstract: Taking the text of the “Draft of the Preschool Education Law of the People’s Republic of China (Draft for Solicitation of Comments)” released in September 2020 as the object of research, this article took a content analysis method and used the text analysis software of the ROST CM6.0 content mining system to analyze the text’s keywords, core terms and specific content. It discussed in depth the draft law’s response to restraints on the development of preschool education in China, addressing core issues such as the provision of resources in preschool education, government coordination mechanisms, and the improvement of preschool education quality. It emphasized the supply side as the starting point to standardize and expand the supply of resources for preschool education. It put needs at the core, together with guaranteeing the basics, focusing points, and paying attention to the quality of preschool education. It took the clarification of powers and responsibilities as a foothold, and a mechanism that runs through the development of preschool education. By analyzing the value positions behind the draft, it found that it taking people-centered, child-oriented, quality-based, government-led, and putting the disadvantaged first as the value standpoint. It then provided support for the reasonable interpretation and promotion of the improvement of the draft. However, the draft also reflected some problems, such as the excessive use of the term of principle “should,” the lack of necessary procedural content in some items, and the insufficient response to conflicts in value positions between different stakeholders. Based on this, the article proposed some suggestions for revising the draft: to rely on the cooperation of different teams to highlight the rule of law; to grasp the core benchmark based on the feedback of interest groups; and to highlight the macro perspective based on the national development strategy.
{"title":"Analysis of the Contents of the “Draft of the Preschool Education Law of the People’s Republic Of China (Draft for Solicitation of Comments)” Based on the ROST CM6.0 Content Mining System","authors":"Beibei Zhang, Yong Jiang, Jie Zhou","doi":"10.1080/10611932.2021.1949208","DOIUrl":"https://doi.org/10.1080/10611932.2021.1949208","url":null,"abstract":"Abstract: Taking the text of the “Draft of the Preschool Education Law of the People’s Republic of China (Draft for Solicitation of Comments)” released in September 2020 as the object of research, this article took a content analysis method and used the text analysis software of the ROST CM6.0 content mining system to analyze the text’s keywords, core terms and specific content. It discussed in depth the draft law’s response to restraints on the development of preschool education in China, addressing core issues such as the provision of resources in preschool education, government coordination mechanisms, and the improvement of preschool education quality. It emphasized the supply side as the starting point to standardize and expand the supply of resources for preschool education. It put needs at the core, together with guaranteeing the basics, focusing points, and paying attention to the quality of preschool education. It took the clarification of powers and responsibilities as a foothold, and a mechanism that runs through the development of preschool education. By analyzing the value positions behind the draft, it found that it taking people-centered, child-oriented, quality-based, government-led, and putting the disadvantaged first as the value standpoint. It then provided support for the reasonable interpretation and promotion of the improvement of the draft. However, the draft also reflected some problems, such as the excessive use of the term of principle “should,” the lack of necessary procedural content in some items, and the insufficient response to conflicts in value positions between different stakeholders. Based on this, the article proposed some suggestions for revising the draft: to rely on the cooperation of different teams to highlight the rule of law; to grasp the core benchmark based on the feedback of interest groups; and to highlight the macro perspective based on the national development strategy.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"185 1","pages":"1 - 20"},"PeriodicalIF":0.0,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77724617","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}
Abstract: An online survey of 1577 private kindergarten teachers was conducted during the pandemic, and their career situation and its influencing factors were described and analyzed. The results indicate that, although the private kindergarten teachers tended to cope positively with the impact of the COVID-19 pandemic, their concern for future development exhibited significant correlation with work fatigue and avoidance of learning, reflecting the negative occupational ecology for private kindergarten teachers during the pandemic. The COVID-19 pandemic resulted in a substantial reduction in income for the private kindergarten teachers, with a decline of 50% or more in income for more than 76% of teachers; the higher the reduction in income for the private kindergarten teachers, the more strongly their work fatigue, concern for future development, and avoidance of learning were expressed, accompanied by a significant decline in the frequency of online teaching activities. To address the current state of career situation among private kindergarten teachers produced by the pandemic, support mechanisms should be strengthened, to prevent the erosion of teachers; measures to combat the pandemic in the industry should be furthered, to build occupational confidence; educational equity should be promoted, to achieve balanced development; and online educational resources should be enriched, to standardize online educational activities.
{"title":"Survey on the Career Situation of Private Kindergarten Teachers during the COVID-19 Pandemic","authors":"Yuting Shi, Qinglong Li, Yonggang Wei, Weixia Xue, Lu Wang, Haidan Song, Yanqi Peng","doi":"10.1080/10611932.2021.1941087","DOIUrl":"https://doi.org/10.1080/10611932.2021.1941087","url":null,"abstract":"Abstract: An online survey of 1577 private kindergarten teachers was conducted during the pandemic, and their career situation and its influencing factors were described and analyzed. The results indicate that, although the private kindergarten teachers tended to cope positively with the impact of the COVID-19 pandemic, their concern for future development exhibited significant correlation with work fatigue and avoidance of learning, reflecting the negative occupational ecology for private kindergarten teachers during the pandemic. The COVID-19 pandemic resulted in a substantial reduction in income for the private kindergarten teachers, with a decline of 50% or more in income for more than 76% of teachers; the higher the reduction in income for the private kindergarten teachers, the more strongly their work fatigue, concern for future development, and avoidance of learning were expressed, accompanied by a significant decline in the frequency of online teaching activities. To address the current state of career situation among private kindergarten teachers produced by the pandemic, support mechanisms should be strengthened, to prevent the erosion of teachers; measures to combat the pandemic in the industry should be furthered, to build occupational confidence; educational equity should be promoted, to achieve balanced development; and online educational resources should be enriched, to standardize online educational activities.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"163 1","pages":"68 - 89"},"PeriodicalIF":0.0,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86881311","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 : 2021-03-04DOI: 10.1080/10611932.2021.1941037
Wanzhen Feng, Hanyue Sun
Abstract During the 14th Five-Year Plan, preschool education in China will move toward the objectives of quality and balance, and the kindergarten teacher workforce must be formed with sufficient quantity, high quality, and balanced distribution. At present, the scale of China’s current kindergarten teacher workforce still does not meet the standards for teacher assignments. Education levels are still low and there is still a clear gap between urban and rural areas and between provinces in quantity and quality. The tasks of building China’s future kindergarten teacher workforce are: appoint the required number of kindergarten teachers according to the standards and plan for population changes; optimize the education level structure of the kindergarten teacher workforce and further improve the education level of the teacher workforce; and strengthen the construction of rural kindergarten teacher workforce and shrink the inter-provincial gaps between teacher workforces. To this end, this study recommends truly improving the pay and social status of kindergarten teachers, training more preschool education professionals with at least the educational level of associate’s degrees, and systematically improve the management mechanisms of the kindergarten teacher workforce.
{"title":"The Fundamentals and Tasks of Building China’s Kindergarten Teacher Workforce During the 14th Five-Year Plan","authors":"Wanzhen Feng, Hanyue Sun","doi":"10.1080/10611932.2021.1941037","DOIUrl":"https://doi.org/10.1080/10611932.2021.1941037","url":null,"abstract":"Abstract During the 14th Five-Year Plan, preschool education in China will move toward the objectives of quality and balance, and the kindergarten teacher workforce must be formed with sufficient quantity, high quality, and balanced distribution. At present, the scale of China’s current kindergarten teacher workforce still does not meet the standards for teacher assignments. Education levels are still low and there is still a clear gap between urban and rural areas and between provinces in quantity and quality. The tasks of building China’s future kindergarten teacher workforce are: appoint the required number of kindergarten teachers according to the standards and plan for population changes; optimize the education level structure of the kindergarten teacher workforce and further improve the education level of the teacher workforce; and strengthen the construction of rural kindergarten teacher workforce and shrink the inter-provincial gaps between teacher workforces. To this end, this study recommends truly improving the pay and social status of kindergarten teachers, training more preschool education professionals with at least the educational level of associate’s degrees, and systematically improve the management mechanisms of the kindergarten teacher workforce.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"43 1","pages":"50 - 67"},"PeriodicalIF":0.0,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82244469","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 : 2020-11-01DOI: 10.1080/10611932.2021.1873686
L. Gu
Abstract Chinese-style teaching research is rooted in a well-established culture of observation and introspection, in a tradition which has experienced two thousand years of permutations, leading up to the introduction of new perspectives from modern teaching. The essential characteristics of Chinese-style teaching research are founded in classroom practices, differing to some extent from purely rational introspection, leading to the formation of practice- and evidence-based action plans. Over the last sixty years or so, China’s teaching research organizations for multiple stages of education have developed into a formidable, multi-tiered network without any neglected corners; in addition, the introduction of online management in recent years will certainly create even more space for innovation within the system of community learning for teachers.
{"title":"Chinese-Style Teaching Research: Unique Cultural Origins and Action Plans, and the Institutionalization of Community Learning","authors":"L. Gu","doi":"10.1080/10611932.2021.1873686","DOIUrl":"https://doi.org/10.1080/10611932.2021.1873686","url":null,"abstract":"Abstract Chinese-style teaching research is rooted in a well-established culture of observation and introspection, in a tradition which has experienced two thousand years of permutations, leading up to the introduction of new perspectives from modern teaching. The essential characteristics of Chinese-style teaching research are founded in classroom practices, differing to some extent from purely rational introspection, leading to the formation of practice- and evidence-based action plans. Over the last sixty years or so, China’s teaching research organizations for multiple stages of education have developed into a formidable, multi-tiered network without any neglected corners; in addition, the introduction of online management in recent years will certainly create even more space for innovation within the system of community learning for teachers.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"41 1","pages":"228 - 237"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80793152","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 : 2020-11-01DOI: 10.1080/10611932.2021.1879553
Jia Zhang, Xin Zheng
Abstract Teacher collaborative learning is currently a trending topic within the international fields of school education reform and teachers’ professional development. Schools in China have a long history of teacher collaboration, but have also faced problems such as formalism in their activities, excessive administrative overtones, and so on. Drawing on a questionnaire survey of 972 teachers at 31 schools in Shanghai, this study found that the teachers generally exhibited relatively high levels of collaborative learning, with a certain degree of difference between teachers by gender, subject, and educational attainment, as well as between schools based on their level, geographical location, size, and history. Structural equation modeling was used to analyze the relationship between the environmental factors of school organizations and teacher collaborative learning, finding that supportive leadership, collaborative atmosphere, and organizational structure had a significant positive influence on teachers’ daily inquiry and collaboration, while cultural barriers had a significant negative influence on teachers’ daily inquiry and collaboration; supportive leadership and organizational structure had a significant positive influence on student learning-oriented collaboration, while collaborative atmosphere and cultural barriers did not have a significant influence on student learning-oriented collaboration. This paper further engages in the discussion of the situated nature of teacher collaborative learning, as well as how schools promote teacher collaboration.
{"title":"The Influence of Schools’ Organizational Environment on Teacher Collaborative Learning: A Survey of Shanghai Teachers","authors":"Jia Zhang, Xin Zheng","doi":"10.1080/10611932.2021.1879553","DOIUrl":"https://doi.org/10.1080/10611932.2021.1879553","url":null,"abstract":"Abstract Teacher collaborative learning is currently a trending topic within the international fields of school education reform and teachers’ professional development. Schools in China have a long history of teacher collaboration, but have also faced problems such as formalism in their activities, excessive administrative overtones, and so on. Drawing on a questionnaire survey of 972 teachers at 31 schools in Shanghai, this study found that the teachers generally exhibited relatively high levels of collaborative learning, with a certain degree of difference between teachers by gender, subject, and educational attainment, as well as between schools based on their level, geographical location, size, and history. Structural equation modeling was used to analyze the relationship between the environmental factors of school organizations and teacher collaborative learning, finding that supportive leadership, collaborative atmosphere, and organizational structure had a significant positive influence on teachers’ daily inquiry and collaboration, while cultural barriers had a significant negative influence on teachers’ daily inquiry and collaboration; supportive leadership and organizational structure had a significant positive influence on student learning-oriented collaboration, while collaborative atmosphere and cultural barriers did not have a significant influence on student learning-oriented collaboration. This paper further engages in the discussion of the situated nature of teacher collaborative learning, as well as how schools promote teacher collaboration.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"11 1","pages":"300 - 317"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89132098","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 : 2020-11-01DOI: 10.1080/10611932.2021.1876421
Yan Hu
Abstract The teaching research system was established after the founding of New China in emulation of the Soviet Union for the purpose of learning, research and teaching management, with the aim of promoting improvement in the caliber of primary and secondary school teaching and guaranteeing the quality of education. The system played an important role in the construction and development of education in New China and ensuring the quality of education. The system also made unique contributions with respect to teacher learning: the routine practice of teaching research which it established fostered habits of daily learning and research in teachers, with the result that this practice permeated teachers’ careers, spurring their professional development. This design also caused teachers’ daily work to be rooted in research, raising the level of professionalism in teaching, and ensuring the basic quality of education. It gave rise to a teaching professional learning community in the Chinese environment, moving teachers’ work out of isolation, and allowing it to unfold within a supportive peer environment. However, in the face of the new era, there is still considerable room for the improvement of teaching research organizations as learning communities.
{"title":"Historical Perspectives on the Teaching Research System and Teacher Learning since the Founding of New China","authors":"Yan Hu","doi":"10.1080/10611932.2021.1876421","DOIUrl":"https://doi.org/10.1080/10611932.2021.1876421","url":null,"abstract":"Abstract The teaching research system was established after the founding of New China in emulation of the Soviet Union for the purpose of learning, research and teaching management, with the aim of promoting improvement in the caliber of primary and secondary school teaching and guaranteeing the quality of education. The system played an important role in the construction and development of education in New China and ensuring the quality of education. The system also made unique contributions with respect to teacher learning: the routine practice of teaching research which it established fostered habits of daily learning and research in teachers, with the result that this practice permeated teachers’ careers, spurring their professional development. This design also caused teachers’ daily work to be rooted in research, raising the level of professionalism in teaching, and ensuring the basic quality of education. It gave rise to a teaching professional learning community in the Chinese environment, moving teachers’ work out of isolation, and allowing it to unfold within a supportive peer environment. However, in the face of the new era, there is still considerable room for the improvement of teaching research organizations as learning communities.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"23 1","pages":"274 - 299"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82536698","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 : 2020-11-01DOI: 10.1080/10611932.2021.1880249
Liyong Zhang, Jianjun Wang, Licui Chen
Abstract Collective teaching study for teachers in Chinese primary and secondary schools plays an important role in promoting the quality of basic education, and is a major characteristic of Chinese education. This paper looks at the collective study of teaching by Chinese teachers as a product of the historical and cultural traditions particular to China, and also incorporates historical sources to explain the origins, development, and formation of this tradition. The paper further discusses the challenges facing collective teaching study for Chinese teachers by analyzing the changes underlying modern Chinese society and culture.
{"title":"Chinese Teachers as Intellectuals: Tracing the Ancient Roots of Collective Teaching Study in China from Sociality to Individuality","authors":"Liyong Zhang, Jianjun Wang, Licui Chen","doi":"10.1080/10611932.2021.1880249","DOIUrl":"https://doi.org/10.1080/10611932.2021.1880249","url":null,"abstract":"Abstract Collective teaching study for teachers in Chinese primary and secondary schools plays an important role in promoting the quality of basic education, and is a major characteristic of Chinese education. This paper looks at the collective study of teaching by Chinese teachers as a product of the historical and cultural traditions particular to China, and also incorporates historical sources to explain the origins, development, and formation of this tradition. The paper further discusses the challenges facing collective teaching study for Chinese teachers by analyzing the changes underlying modern Chinese society and culture.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"55 1","pages":"238 - 254"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76469215","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 : 2020-11-01DOI: 10.1080/10611932.2021.1873700
W. Liang, Litao Lu, Hongyao Wang
Abstract The Chinese teaching research system was created, improved, and developed in response to the ongoing process of addressing issues and needs in teaching in China's primary and secondary education system. The teaching research system is an important and integral part of the Chinese approach to managing teaching. Its 70-year course of development can be divided into six periods: initial creation period (1949–1956)–starting from nothing; development period (1957–1965)–gradual improvement; setback period (1966-1976)–at a low ebb; restoration period (1977–1984)–regrouping; standardization period (1985–1999)–great prosperity; improvement period (2000–)–transformation and innovation. The teaching research system developed alongside the changes in China's basic education and the ongoing development of primary and secondary education curricula, teaching materials, and teaching, becoming the core supporting mechanism ensuring reforms to curricula, teaching materials, and teaching, and improving the quality of teaching education, and the professionalization of teachers. The teaching research system has formed a set of relatively mature, improved, and effective multi-level province, city (district, county), and school, teaching research systems, and has formed teaching research groups that have accumulated rich teaching experience, substantial academic achievement, and strong management and leadership capabilities. The teaching research work emerges out of the practical needs of teachers, and its objective is to resolve teachers’ day to day problems encountered in the classroom and in the implementation of the curriculum. The Chinese teaching research system faces new challenges as curriculum reform deepens, the education level and level of professional development of primary and secondary teachers improves, and multimedia technology advances. These changes require a deepening of the work of the teaching research system, demanding greater professionalization, standardization, and scientific backing.
{"title":"The History, Features, and Prospects of the Chinese Style Teaching Research System","authors":"W. Liang, Litao Lu, Hongyao Wang","doi":"10.1080/10611932.2021.1873700","DOIUrl":"https://doi.org/10.1080/10611932.2021.1873700","url":null,"abstract":"Abstract The Chinese teaching research system was created, improved, and developed in response to the ongoing process of addressing issues and needs in teaching in China's primary and secondary education system. The teaching research system is an important and integral part of the Chinese approach to managing teaching. Its 70-year course of development can be divided into six periods: initial creation period (1949–1956)–starting from nothing; development period (1957–1965)–gradual improvement; setback period (1966-1976)–at a low ebb; restoration period (1977–1984)–regrouping; standardization period (1985–1999)–great prosperity; improvement period (2000–)–transformation and innovation. The teaching research system developed alongside the changes in China's basic education and the ongoing development of primary and secondary education curricula, teaching materials, and teaching, becoming the core supporting mechanism ensuring reforms to curricula, teaching materials, and teaching, and improving the quality of teaching education, and the professionalization of teachers. The teaching research system has formed a set of relatively mature, improved, and effective multi-level province, city (district, county), and school, teaching research systems, and has formed teaching research groups that have accumulated rich teaching experience, substantial academic achievement, and strong management and leadership capabilities. The teaching research work emerges out of the practical needs of teachers, and its objective is to resolve teachers’ day to day problems encountered in the classroom and in the implementation of the curriculum. The Chinese teaching research system faces new challenges as curriculum reform deepens, the education level and level of professional development of primary and secondary teachers improves, and multimedia technology advances. These changes require a deepening of the work of the teaching research system, demanding greater professionalization, standardization, and scientific backing.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"67 1","pages":"255 - 273"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76446062","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 : 2020-11-01DOI: 10.1080/10611932.2021.1888612
Licui Chen, T. Sargent
The Chinese education system has a robust, systematic, institutionalized approach to ongoing teacher collaboration and networks (Liang, Lu, and Huang 2010; Sargent and Hannum 2009; Sargent 2015; Zhang and Pang 2016) which can inform the growing global interest in professional learning communities for teachers. Teacher collaboration and networking have been theorized as valuable for the promotion of teaching quality, the dissemination of educational reforms, the generation of knowledge of teaching practice, job-embedded problem solving, mentoring, peer feedback and evaluation, and teacher job satisfaction and retention (McLaughlin and Talbert 1993; Cochran-Smith and Lytle 1999; Lieberman 2000; Baker-Doyle 2011; Darling-Hammond et al. 2017). Education systems around the world vary in the degree to which they foster opportunities for teacher collaboration and networking as a part of teacher’s daily work (Darling-Hammond et al. 2017). Darling-Hammond et al. (2017) provide an overview of countries that they identify as having strong “teaching and learning systems.” One of the features of these high performing teaching and learning systems is the deliberate organization of the sharing of expertise among teachers and administrators across the system. Professional learning communities as a key strategy to enhance teacher collaboration and networking are receiving international attention from researchers and policymakers in education systems around the world. Stoll et al. (2006) identified agreed upon characteristics that define a teacher professional learning community: “a group of people sharing and critically interrogating their practice in an ongoing, reflective, collaborative, inclusive, learning oriented, growth promoting way; operating as a collective enterprise” (Stoll et al. 2006, p. 223). Stoll et al. (2006) traced the origin of the concept of the professional learning community to Sch€ on’s (1983) notion of the “reflective practitioner”. They highlight the importance of both the practice orientation and learning orientation of professional learning communities. The key value of the activity of the teacher professional learning community is that it is firmly rooted in the daily practice of teacher’s work and in the concern with change and improvement. Although the term professional learning communities is not used in China, researchers suggest that its principles have been practiced as the daily life of Chinese teachers in the form of the “teaching research system”. The Chinese teaching research system is an infrastructure established at the system level (including the school, district, county, and
中国的教育系统有一个健全的、系统的、制度化的方法来进行教师合作和网络(Liang, Lu, and Huang, 2010;Sargent and Hannum 2009;萨金特2015;Zhang和Pang 2016)，这可以告知全球对教师专业学习社区日益增长的兴趣。教师合作和网络化被理论化为对提高教学质量、传播教育改革、产生教学实践知识、解决工作嵌入问题、指导、同伴反馈和评价以及教师工作满意度和留任有价值(McLaughlin和Talbert 1993;Cochran-Smith and Lytle 1999;利伯曼2000;Baker-Doyle 2011;Darling-Hammond et al. 2017)。作为教师日常工作的一部分，世界各地的教育系统在促进教师合作和网络机会的程度上各不相同(Darling-Hammond et al. 2017)。Darling-Hammond等人(2017)概述了他们认为拥有强大“教学系统”的国家。这些高绩效的教学系统的特点之一是在整个系统的教师和管理人员之间有意识地组织专业知识的共享。专业学习社区作为加强教师协作和网络的一项关键战略，正受到世界各地教育系统研究人员和决策者的国际关注。Stoll等人(2006)确定了教师专业学习社区的共同特征:“一群人以一种持续的、反思的、协作的、包容的、以学习为导向的、促进成长的方式分享和批判性地质疑他们的实践;作为集体企业运作”(Stoll et al. 2006, p. 223)。Stoll等人(2006)将专业学习社区概念的起源追溯到Sch - on(1983)的“反思性实践者”概念。他们强调了专业学习社区的实践导向和学习导向的重要性。教师专业学习共同体活动的核心价值在于它牢牢扎根于教师工作的日常实践中，关注变化与改进。虽然中国没有使用专业学习共同体这一术语，但研究者认为其原则已经以“教研体系”的形式在中国教师的日常生活中得到了实践。语文教研体系是在系统层面(包括学校、区、县、市)建立起来的基础设施
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