Our study aims to take a closer look at China's current information literacy(IL) program standards at secondary schools and to analyze their level of success and/or failures in a comparative way with those of the ...Our study aims to take a closer look at China's current information literacy(IL) program standards at secondary schools and to analyze their level of success and/or failures in a comparative way with those of the United States in terms of fulfilling their each other's mission-oriented mandates. Our research findings show that China's current IL standards of high schools contain a disproportionate emphasis on information technology(IT). Moreover, the stipulations of these IL standards are narrowly construed and without being solidly grounded on a broad and comprehensive educational perspective. We also suggest that there are two underlying causes for this set of unsound IL standards in China.Firstly, there is a lack of collaboration between two major competing forces engaged in the curricular development and research of IL in China: Those professionals in educational IT discipline vis-à-vis those in Library and Information Science. Secondly, library professionals have a very limited influence on major socio-cultural policies, even at their own institutions. As a result, this paper recommends the following three possible measures,which may help remedy this situation strategically: 1) Establishing a set of new IL curriculum standards based on an IL-centered educational perspective; 2) establishing a teacher-librarian's training program to promote school librarians' role in IL education; and 3) strengthening the research and development of an online IL education program and an accompanied evaluation mechanism.展开更多
Purpose:From the perspective of performance standards-based teacher education,this article aimed to address progress and challenges of China’s teacher preparation quality assurance system.Design/Approach/Methods:This...Purpose:From the perspective of performance standards-based teacher education,this article aimed to address progress and challenges of China’s teacher preparation quality assurance system.Design/Approach/Methods:This review is based on policy review and case studies.Retrieving to the existing research literature,this research sorted out the policies related to the quality assurance system for university-based teacher preparation in China.Furthermore,this research selected teacher preparation programs from five cases of teacher education colleges of varied levels and used interviews to analyze their attitudes and measures.Findings:The analysis reveals that the quality system for university-based teacher preparation in China’s educational institutions has gone through two main stages:the building stage and the improvement stage.The internal policy tension in China’s teacher preparation quality assurance system is primarily centralized in the dissociation among and segmentation between the relevant standards for teacher education.There is a distinction between“soft”and“hard”policy standards,and reforming the teacher certification testing system also brings a test-oriented bias and a separation of evaluation from education.Institutions of higher education are expected to follow the path of potential-oriented development and concentrate on cooperative partnerships between local communities and schools so as to nurture innovative,professional future educators with high quality.Originality/Value:This article provides a comprehensive and detailed policy analysis as well as empirical evidence for the quality assurance systemfor university-based teacher preparation in China.展开更多
文摘Our study aims to take a closer look at China's current information literacy(IL) program standards at secondary schools and to analyze their level of success and/or failures in a comparative way with those of the United States in terms of fulfilling their each other's mission-oriented mandates. Our research findings show that China's current IL standards of high schools contain a disproportionate emphasis on information technology(IT). Moreover, the stipulations of these IL standards are narrowly construed and without being solidly grounded on a broad and comprehensive educational perspective. We also suggest that there are two underlying causes for this set of unsound IL standards in China.Firstly, there is a lack of collaboration between two major competing forces engaged in the curricular development and research of IL in China: Those professionals in educational IT discipline vis-à-vis those in Library and Information Science. Secondly, library professionals have a very limited influence on major socio-cultural policies, even at their own institutions. As a result, this paper recommends the following three possible measures,which may help remedy this situation strategically: 1) Establishing a set of new IL curriculum standards based on an IL-centered educational perspective; 2) establishing a teacher-librarian's training program to promote school librarians' role in IL education; and 3) strengthening the research and development of an online IL education program and an accompanied evaluation mechanism.
基金This work was supported by“How normal students grow up to be good Teachers:A study on the learning process and effectiveness of normal students under the mechanism of U-G-S cooperative teacher education,”the International joint research project of Faculty of Education,Beijing Normal University(Project No.ICER201905).
文摘Purpose:From the perspective of performance standards-based teacher education,this article aimed to address progress and challenges of China’s teacher preparation quality assurance system.Design/Approach/Methods:This review is based on policy review and case studies.Retrieving to the existing research literature,this research sorted out the policies related to the quality assurance system for university-based teacher preparation in China.Furthermore,this research selected teacher preparation programs from five cases of teacher education colleges of varied levels and used interviews to analyze their attitudes and measures.Findings:The analysis reveals that the quality system for university-based teacher preparation in China’s educational institutions has gone through two main stages:the building stage and the improvement stage.The internal policy tension in China’s teacher preparation quality assurance system is primarily centralized in the dissociation among and segmentation between the relevant standards for teacher education.There is a distinction between“soft”and“hard”policy standards,and reforming the teacher certification testing system also brings a test-oriented bias and a separation of evaluation from education.Institutions of higher education are expected to follow the path of potential-oriented development and concentrate on cooperative partnerships between local communities and schools so as to nurture innovative,professional future educators with high quality.Originality/Value:This article provides a comprehensive and detailed policy analysis as well as empirical evidence for the quality assurance systemfor university-based teacher preparation in China.
