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Book Chapter: The Chinese model of teacher education: The humanist way for Chinese learners, teachers and schools

TitleThe Chinese model of teacher education: The humanist way for Chinese learners, teachers and schools
Authors
Issue Date2016
PublisherSpringer
Citation
The Chinese model of teacher education: The humanist way for Chinese learners, teachers and schools. In Chou, CP & Spangler, J (Eds.), Chinese education models in a global age, p. 249-264. Singapore: Springer, 2016 How to Cite?
AbstractThe Chinese model of teacher education is conceptualized by critically revisiting the developmental trajectory of the teacher education system in China over a century, and re-examining current provisions and latest challenges of teacher education in China since the 1990s. It interrogates the Chinese model of teacher education with two macro lenses: the historical and the comparative. The historical lens looks deeply into the Chinese way of reform with a catch-up mentality in various stages, while the comparative lens locates the Chinese model of teacher education in an international context. The chapter conceptualizes the Chinese model or Chineseness of teacher education with four key core features: (1) the Confucian humanist way for individual and societal development; (2) the practicality of Zhong-Yong; (3) institutional openness and diversity; and (4) holistic integration of knowledge and social action. Finally, the chapter concludes that the Chinese model of teacher education with a hybrid system is likely to illuminate new pathways for the development of teacher education and the pursuit of excellence in the global community.
Persistent Identifierhttp://hdl.handle.net/10722/228690
ISBN

 

DC FieldValueLanguage
dc.contributor.authorLi, J-
dc.date.accessioned2016-08-23T14:06:29Z-
dc.date.available2016-08-23T14:06:29Z-
dc.date.issued2016-
dc.identifier.citationThe Chinese model of teacher education: The humanist way for Chinese learners, teachers and schools. In Chou, CP & Spangler, J (Eds.), Chinese education models in a global age, p. 249-264. Singapore: Springer, 2016-
dc.identifier.isbn9789811003288-
dc.identifier.urihttp://hdl.handle.net/10722/228690-
dc.description.abstractThe Chinese model of teacher education is conceptualized by critically revisiting the developmental trajectory of the teacher education system in China over a century, and re-examining current provisions and latest challenges of teacher education in China since the 1990s. It interrogates the Chinese model of teacher education with two macro lenses: the historical and the comparative. The historical lens looks deeply into the Chinese way of reform with a catch-up mentality in various stages, while the comparative lens locates the Chinese model of teacher education in an international context. The chapter conceptualizes the Chinese model or Chineseness of teacher education with four key core features: (1) the Confucian humanist way for individual and societal development; (2) the practicality of Zhong-Yong; (3) institutional openness and diversity; and (4) holistic integration of knowledge and social action. Finally, the chapter concludes that the Chinese model of teacher education with a hybrid system is likely to illuminate new pathways for the development of teacher education and the pursuit of excellence in the global community.-
dc.languageeng-
dc.publisherSpringer-
dc.relation.ispartofChinese education models in a global age-
dc.titleThe Chinese model of teacher education: The humanist way for Chinese learners, teachers and schools-
dc.typeBook_Chapter-
dc.identifier.emailLi, J: junli1@hku.hk-
dc.identifier.authorityLi, J=rp02034-
dc.identifier.doi10.1007/978-981-10-0330-1_18-
dc.identifier.hkuros262587-
dc.identifier.spage249-
dc.identifier.epage264-
dc.publisher.placeSingapore-

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