File Download
Supplementary
-
Citations:
- Appears in Collections:
postgraduate thesis: Beginning teachers’ teaching and pre-service teacher education in China
Title | Beginning teachers’ teaching and pre-service teacher education in China |
---|---|
Authors | |
Issue Date | 2018 |
Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
Citation | 曾彤, [Zeng, Tong]. (2018). Beginning teachers’ teaching and pre-service teacher education in China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. |
Abstract | The purpose of this research is to explore the match and mismatch between
pre-service teacher education and beginning teachers’ first-year teaching in China. To
understand the relationship between the two, document analysis on the curriculum of
pre-service teacher education in South China Normal University (SCNU) and 15
individual interviews have been conducted to gather beginning teachers’ experience
and reflection on pre-service teacher education.
The document analysis shows that the SCNU pre-service teacher education
program in Chinese language and literature offers general studies and specialized
studies on Chinese language and literature. Besides coursework, there is a compulsory
educational internship that every pre-service teacher needs to complete. As the
curriculum on teacher education only takes up 17% of the total program credits, the
program pays more attention to theory than to practice. Based on the interview data,
the beginning teachers graduated from SCNU find that classroom management, being
a homeroom teacher, subject teaching practice, student-teacher relationship and heavy
workloads are the most challenging in beginning teaching.
The match and mismatch between pre-service teacher education and beginning
teachers are identified from such dimensions as knowledge, skills and values. In the
knowledge domain, the core of knowledge is matched while the mismatch exists in
the scope and depth of knowledge. In the skills domain, the skills taught in
coursework mismatch those needed in beginning teaching. The design of
microteaching and education internship, which are intended to bridge the gap between
theory and practice, matches the needs of beginning teachers transiting from
pre-service teachers to in-service teachers. The lack of quality control, however,
reduces the skill training efficiency. Though beginning teachers adopt various teachers’
values in full-time teaching and find them hard to implement, the values in pre-service
teacher education still match those in beginning teaching. The factors behind the
match and mismatch include different institutional logic between pre-service teacher
education program and basic education, lack of quality control on pre-service teacher
education, and changing social and school contexts.
|
Degree | Master of Education |
Subject | Teachers - Training of - China Teachers - In-service training - China |
Dept/Program | Education |
Persistent Identifier | http://hdl.handle.net/10722/270272 |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | 曾彤 | - |
dc.contributor.author | Zeng, Tong | - |
dc.date.accessioned | 2019-05-23T02:26:26Z | - |
dc.date.available | 2019-05-23T02:26:26Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | 曾彤, [Zeng, Tong]. (2018). Beginning teachers’ teaching and pre-service teacher education in China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. | - |
dc.identifier.uri | http://hdl.handle.net/10722/270272 | - |
dc.description.abstract | The purpose of this research is to explore the match and mismatch between pre-service teacher education and beginning teachers’ first-year teaching in China. To understand the relationship between the two, document analysis on the curriculum of pre-service teacher education in South China Normal University (SCNU) and 15 individual interviews have been conducted to gather beginning teachers’ experience and reflection on pre-service teacher education. The document analysis shows that the SCNU pre-service teacher education program in Chinese language and literature offers general studies and specialized studies on Chinese language and literature. Besides coursework, there is a compulsory educational internship that every pre-service teacher needs to complete. As the curriculum on teacher education only takes up 17% of the total program credits, the program pays more attention to theory than to practice. Based on the interview data, the beginning teachers graduated from SCNU find that classroom management, being a homeroom teacher, subject teaching practice, student-teacher relationship and heavy workloads are the most challenging in beginning teaching. The match and mismatch between pre-service teacher education and beginning teachers are identified from such dimensions as knowledge, skills and values. In the knowledge domain, the core of knowledge is matched while the mismatch exists in the scope and depth of knowledge. In the skills domain, the skills taught in coursework mismatch those needed in beginning teaching. The design of microteaching and education internship, which are intended to bridge the gap between theory and practice, matches the needs of beginning teachers transiting from pre-service teachers to in-service teachers. The lack of quality control, however, reduces the skill training efficiency. Though beginning teachers adopt various teachers’ values in full-time teaching and find them hard to implement, the values in pre-service teacher education still match those in beginning teaching. The factors behind the match and mismatch include different institutional logic between pre-service teacher education program and basic education, lack of quality control on pre-service teacher education, and changing social and school contexts. | - |
dc.language | eng | - |
dc.publisher | The University of Hong Kong (Pokfulam, Hong Kong) | - |
dc.relation.ispartof | HKU Theses Online (HKUTO) | - |
dc.rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works. | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject.lcsh | Teachers - Training of - China | - |
dc.subject.lcsh | Teachers - In-service training - China | - |
dc.title | Beginning teachers’ teaching and pre-service teacher education in China | - |
dc.type | PG_Thesis | - |
dc.description.thesisname | Master of Education | - |
dc.description.thesislevel | Master | - |
dc.description.thesisdiscipline | Education | - |
dc.description.nature | published_or_final_version | - |
dc.identifier.doi | 10.5353/th_991044101885803414 | - |
dc.date.hkucongregation | 2018 | - |
dc.identifier.mmsid | 991044101885803414 | - |