This book comprehensively explores the teacher development policy in China from multiple dimensions. It examines the leading value of ‘Four Good Teachers’, teacher salary management policy, teacher evaluation policy, teachers’ professional title appointment policy, teachers’ ethic policy in China’s education system, ‘County management and school recruitment’ policy in teacher management, teachers’ honor recognition policy, and teachers’ qualification management and policy in China. This book not only shares in-depth understanding to epitomize teacher development policies in China contextually, but also provides specific suggestions to address various challenges of teacher development policies both nationally and locally.
สารบัญ
The leading value of ‘Four Good Teachers’ in China.- The teacher salary management policy in China.- The teacher evaluation policy in China.- The teachers’ professional title appointment policy in China.- The teachers’ ethic policy in China’s education system.
เกี่ยวกับผู้แต่ง
Jian Li, Ph.D., is Assistant Professor at China Institute of Education and Social Development, Faculty of Education, Beijing Normal University. While pursuing her Ph.D. at Indiana University in Bloomington, the United States of America, Dr. Li served as Senior Research Consultant for the Office of the Vice Provost for Educational Inclusion and Diversity, and in Associate Researcher position for the Project on Academic Success, Center for Postsecondary Research at Indiana University. Dr. Li’s general areas of scholarship are education policy and law, and comparative education policy, and has published over 60 articles, monographs, and book chapters.
Eryong Xue, Changjiang Scholar (Young Scholar) of Ministry of Education, is Professor at China Institute of Education and Social Development, Faculty of Education, Beijing Normal University, where he also serves as Chief Scholar from the Ministry of Education for the key project ‘Research on Education Thoughts of President Xi Jinping’. His research interests include education policy and law, comparative education policy, and equality of education. He has published over 160 articles, monographs, reports, and policy briefs in these areas.
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