Being Novice School Teachers in China
Concerns and Development in Knowledge, Skills, and Ethics
©2023
Prompt
XVI,
82 Pages
Summary
This book adopts a qualitative research methodology to explore novice teachers’ professional development (TPD) under the background of the New Curriculum Reform in mainland China. With a purposeful sampling strategy, in-depth, semi-structured interviews were employed to collect data from twelve novice primary school teachers. As the specific design of the qualitative method and research procedures have been demonstrated, this book could be reading material for courses such as Qualitative Research Methodology and would be beneficial for undergraduate and postgraduate students learning qualitative research.
In addition, this book provides suggestions for pre-service and novice teachers. The study found that although TPD programs and better welfare are desirable, collegial support from seniors, internet resources and online courses, and self-reflection were more direct and effective in enhancing professional growth and reducing negative emotions that developed from challenges in classroom management, workload, and accountability.
This book also suggests three directions for the future development of TPD to school leaders and policymakers. First, more training on classroom management and time management is helpful as poor classroom management and excessive workload were the causes of teacher burnout. Second, more school-level mentoring is wanted because it is considered more effective than the state and individual-level opportunities of TPD. Third, more development opportunities for teachers in rural areas are required to improve their professional competence and narrow their gap with their urban counterparts.
In addition, this book provides suggestions for pre-service and novice teachers. The study found that although TPD programs and better welfare are desirable, collegial support from seniors, internet resources and online courses, and self-reflection were more direct and effective in enhancing professional growth and reducing negative emotions that developed from challenges in classroom management, workload, and accountability.
This book also suggests three directions for the future development of TPD to school leaders and policymakers. First, more training on classroom management and time management is helpful as poor classroom management and excessive workload were the causes of teacher burnout. Second, more school-level mentoring is wanted because it is considered more effective than the state and individual-level opportunities of TPD. Third, more development opportunities for teachers in rural areas are required to improve their professional competence and narrow their gap with their urban counterparts.
Excerpt
Table Of Contents
- Cover
- Title
- Copyright
- About the author
- About the book
- This eBook can be cited
- Table of Contents
- List of Figures
- List of Tables
- Acknowledgements
- List of Abbreviations
- Chapter One: Introduction
- 1.1 Background
- 1.2 Purpose of the Study
- 1.3 Research Questions
- 1.4 Significance of the Study
- 1.5 Structure
- Chapter Two: Literature Review
- 2.1 The New Curriculum Reform in China
- 2.1.1 Impact of the New Curriculum Reform
- 2.1.2 Requirements of the Reform for Teachers
- 2.2 Teacher Professional Development
- 2.2.1 Definition of Teacher Professional Development
- 2.2.2 Developmental Stages of TPD
- 2.2.3 Characteristics of Novice Teachers’ Development
- 2.3 Implementation of Teacher Professional Development
- 2.3.1 Studies on Efficient Implementations of Teacher Professional Development
- 2.3.2 Policy Support for the Implementation of TPD in China
- 2.3.3 Deficiencies in the Implementation under the Reform in China
- 2.4 Summary
- Chapter Three: Methodology
- 3.1 The Nature of Qualitative Research Approaches
- 3.2 Methods of Data Collection
- 3.2.1 Interviews
- 3.2.2 Interview Questions
- 3.2.3 Interview Procedure
- 3.3 Sampling
- 3.4 Data Analysis
- 3.5 Limitations of the Study
- Chapter Four: Findings and Analysis
- 4.1 Background of the Interviewees
- 4.2 Perception of Qualities of Professional Teacher
- 4.3 Challenges for Novice Teachers
- 4.3.1 Challenges in Professional Ethics
- 4.3.2 Challenges in Professional Skills
- 4.3.3 Challenges in Professional Knowledge
- 4.3.4 Negative Outcomes of the Challenges
- 4.4 Current Opportunities for TPD of Novice Teachers
- 4.4.1 School Programs of Promoting TPD for Novice Teachers
- 4.4.2 Individual Strategies for Promoting TPD
- 4.4.3 State Programs of Promoting TPD for Novice Teachers
- 4.5 Current Needs and Expectations
- 4.5.1 Expected Support from the State
- 4.5.2 Expected Support from the School
- 4.5.3 Personal Goals for Future Development
- Chapter Five: Discussions and Conclusions
- 5.1 Summary of Findings
- 5.1.1 Teacher Professional Competence
- 5.1.2 Challenges and Negative Outcomes
- 5.1.3 Development Opportunities
- 5.1.4 Needs and Expectation
- 5.1.5 Differences between Rural and Urban Areas
- 5.2 Implications
- 5.3 Conclusion
- References
List of Tables
Acknowledgements
We would like to express our heartfelt thanks to Dr. Qian Haiyan and Dr. Ko Yue On James, who offered the lead author tremendous support and valuable comments on the original version of the manuscript, which was finally developed into the current book as a result of our joint effort. Furthermore, we would also like to appreciate the professional service provided by Farideh Koohi-Kamali and Suma George from PETER LANG. The publishing of the study is supported by Macao Foundation (NO.MF2107).
Details
- Pages
- XVI, 82
- Year
- 2023
- ISBN (PDF)
- 9781433196379
- ISBN (ePUB)
- 9781636673028
- ISBN (Hardcover)
- 9781433194351
- DOI
- 10.3726/b19599
- Language
- English
- Publication date
- 2023 (June)
- Keywords
- New Curriculum Reform China teachers’ professional development
- Published
- : New York, Bern, Berlin, Bruxelles, Oxford, Wien, 2023. XVI, 82 pp., 6 b/w ill., 2 tables.
