Teachers are the backbones of any educational institutions. They not only play vital roles in students' development;they also directly affect the stature of their respective scholastic organizations. Highly qualif...Teachers are the backbones of any educational institutions. They not only play vital roles in students' development;they also directly affect the stature of their respective scholastic organizations. Highly qualified instructors produce competent and well-rounded students— learners who are more than ready to face the quirks and challenges of the labor force. This paper primarily discusses the following questions: What is teacher's professional development? What is higher vocational teacher's professional development? And how can scholastic institutions promote it? The conclusion states that the characteristics of higher vocational education directly influence the higher vocational teacher's professional development; therefore, it must be nurtured and promoted for the development of all the stakeholders of learning institutions – students, teachers, management staff,the learning institution itself, and the nation as a whole.展开更多
Since the founding of the People’s Republic of China in 1949,the Communist Party of China(CPC)has separated China’s evolving principal social contradictions into four different stages.Based on the assessment of prin...Since the founding of the People’s Republic of China in 1949,the Communist Party of China(CPC)has separated China’s evolving principal social contradictions into four different stages.Based on the assessment of principal social contradictions at different points in time,the CPC enacted different economic policies.During 1949-1956,based on the recognition of class struggle as China’s principal social contradiction,the Party focused its economic policies on socialist transformation and established the foundation for the public sector of the economy.During 1956-1978,amid flip-flops in the Party’s assessment of whether class struggle or backward productive forces were the principal contradiction,China’s economic development suffered some setbacks,but the vision for building an industrial country remained unchanged,and resources were focused on developing major national industrial projects.During 1978-2019,the Party focused on economic development and reform and opening up in pursuit of the realization of grand economic development goals based on the assessment that China’s principal social contradiction was between people’s ever-growing material and cultural needs and China’s relatively backward social productive forces.In 2017,the 19th CPC National Congress made the important political assessment that China’s principal social contradiction had transformed into the contradiction between people’s ever-growing need for a better life and China’s unbalanced and inadequate development,and proposed new development concepts to lead the Chinese people on a new journey towards the second centennial goal.The most important experience of the CPC’s economic work is analyzing and solving problems based on Marxist ideology and methodology.展开更多
The quality of principals is pivotal for quality education.It is only through continuing professional development(CPD)that principals can further enhance professionalism.In this study,both quantitative and qualitative...The quality of principals is pivotal for quality education.It is only through continuing professional development(CPD)that principals can further enhance professionalism.In this study,both quantitative and qualitative methods were used to analyze the responses of 194 principals and vice-principals.The research findings show that Hong Kong region principals are facing challenges posed by ever-changing school environments of the 21st century and educational reforms.Based on this study,implications for future continuing professional development of principals in Hong Kong region are speculated.展开更多
In China,the university-school partnership(USP)is a community of continuous professional development(PD)for teachers,involving teacher educators who visit schools.This study explores teachers’personal factors,school ...In China,the university-school partnership(USP)is a community of continuous professional development(PD)for teachers,involving teacher educators who visit schools.This study explores teachers’personal factors,school working conditions,and principal leadership in order to explain differences in teachers’learning when they have participated in the training program.Using a one-group pretest-posttest design,375 teachers from 12 primary schools in Shanghai participated.Their learning performances are measured by changes in their teaching quality as evaluated by their students.Results of regression analyses show that teachers generally receive higher scores on teaching quality after the program than before.Three factors are significantly and negatively related to the changes in quality:teachers’educational level,the extent to which teachers feel emotional pressure in their profession,and the support from their school principal.Implications for school leaders and policymakers are discussed.展开更多
文摘Teachers are the backbones of any educational institutions. They not only play vital roles in students' development;they also directly affect the stature of their respective scholastic organizations. Highly qualified instructors produce competent and well-rounded students— learners who are more than ready to face the quirks and challenges of the labor force. This paper primarily discusses the following questions: What is teacher's professional development? What is higher vocational teacher's professional development? And how can scholastic institutions promote it? The conclusion states that the characteristics of higher vocational education directly influence the higher vocational teacher's professional development; therefore, it must be nurtured and promoted for the development of all the stakeholders of learning institutions – students, teachers, management staff,the learning institution itself, and the nation as a whole.
文摘Since the founding of the People’s Republic of China in 1949,the Communist Party of China(CPC)has separated China’s evolving principal social contradictions into four different stages.Based on the assessment of principal social contradictions at different points in time,the CPC enacted different economic policies.During 1949-1956,based on the recognition of class struggle as China’s principal social contradiction,the Party focused its economic policies on socialist transformation and established the foundation for the public sector of the economy.During 1956-1978,amid flip-flops in the Party’s assessment of whether class struggle or backward productive forces were the principal contradiction,China’s economic development suffered some setbacks,but the vision for building an industrial country remained unchanged,and resources were focused on developing major national industrial projects.During 1978-2019,the Party focused on economic development and reform and opening up in pursuit of the realization of grand economic development goals based on the assessment that China’s principal social contradiction was between people’s ever-growing material and cultural needs and China’s relatively backward social productive forces.In 2017,the 19th CPC National Congress made the important political assessment that China’s principal social contradiction had transformed into the contradiction between people’s ever-growing need for a better life and China’s unbalanced and inadequate development,and proposed new development concepts to lead the Chinese people on a new journey towards the second centennial goal.The most important experience of the CPC’s economic work is analyzing and solving problems based on Marxist ideology and methodology.
文摘The quality of principals is pivotal for quality education.It is only through continuing professional development(CPD)that principals can further enhance professionalism.In this study,both quantitative and qualitative methods were used to analyze the responses of 194 principals and vice-principals.The research findings show that Hong Kong region principals are facing challenges posed by ever-changing school environments of the 21st century and educational reforms.Based on this study,implications for future continuing professional development of principals in Hong Kong region are speculated.
基金funded by the China Scholarship Council(No.201606140105)the Institute of Life-Practice Educology of East China Normal University.
文摘In China,the university-school partnership(USP)is a community of continuous professional development(PD)for teachers,involving teacher educators who visit schools.This study explores teachers’personal factors,school working conditions,and principal leadership in order to explain differences in teachers’learning when they have participated in the training program.Using a one-group pretest-posttest design,375 teachers from 12 primary schools in Shanghai participated.Their learning performances are measured by changes in their teaching quality as evaluated by their students.Results of regression analyses show that teachers generally receive higher scores on teaching quality after the program than before.Three factors are significantly and negatively related to the changes in quality:teachers’educational level,the extent to which teachers feel emotional pressure in their profession,and the support from their school principal.Implications for school leaders and policymakers are discussed.
