The Impact of Reform Policies on Teachers' Work and Professionalism in the Chinese Mainland

Autor/inn/en	Lo, Leslie Nai-Kwai; Lai, Manhong; Wang, Lijia
Titel	The Impact of Reform Policies on Teachers' Work and Professionalism in the Chinese Mainland
Quelle	In: Asia-Pacific Journal of Teacher Education, 41 (2013) 3, S.239-252 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2013.809054
Schlagwörter	Foreign Countries; Educational Change; Elementary School Teachers; Secondary School Teachers; Teaching (Occupation); Professional Identity; Correlation; Teacher Role; Qualitative Research; Semi Structured Interviews; Curriculum Development; Educational Assessment; Teacher Evaluation; Teacher Attitudes; Academic Achievement; China; China (Beijing) + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching; Lehrberuf; Korrelation; Lehrerrolle; Qualitative Forschung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Education; assessment; Bewertungssystem; Teacher appraisal; Lehrerbeurteilung; Lehrerverhalten; Schulleistung
Abstract	This paper examines the impact of reform policies on the work of Chinese teachers. It explores the policy context in which a fragile teaching profession attempts to develop and discusses the dynamics of interacting societal forces that have created the dilemmas for the teachers. The authors argue that while the continual implementation of reform policies has fostered a new outlook in Chinese schools, calls for profound change in schooling have caused much anxiety among teachers. The teachers' anxiety stems from the incongruence between their professional outlook, which is intimately linked to student academic achievement, and the dictates of state reform measures, which seek to broaden the conception of education to include other areas of human development. Throughout the years of reform, teachers have had to stretch their professional capacity in order to satisfy competing demands engendered by reform measures and educational reality. It is in the tensions caused by the implementation of reform policies that the humanism of teacher professionalism is magnified. In this paper, the authors discuss the educational and social issues that surround the teachers' preference for conventional practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10