Focusing on classroom culture in China, the book introduces the "collective-individualism-based learning" model, highlighting its significance in shaping students' learning competencies, perceptions, and behaviors. It explores the historical and contemporary aspects of this culture, providing a comprehensive analysis of how these dynamics influence educational outcomes.
Ontological and Epistemological Dimensions
Focusing on the modernization and internationalization of Chinese higher education from 1949 to 2018, this book introduces the Ontological Positivism Model, which emphasizes the conceptualization and formalization of educational practices. It offers a unique perspective on the evolution of higher education in China, highlighting key concepts and developments over several decades.
This book provides a framework for investigating faculty development in the Chinese higher education system, and proposes a faculty development model, which is subsequently applied to assess the conceptual, practical and strategic dimensions of Chinese faculty development. The proposed framework is primarily based on reconstructing the higher education system. The book focuses on conceptualizing and pursuing faculty development. The intended readership includes researchers with an interest in, or whose work involves, research on faculty development and comparative higher education; administrators and stakeholders in Chinese higher education management; and graduate students majoring or minoring in comparative higher education.
This edited book is on the theory and practice of teacher education from the most distinguished and experienced scholars in the field around the world. In this book, they explored the most urgent and significant issues in teacher education in this globalized time. The dealing of these issues can directly impact the quality of teacher education and education in general. How to improve the quality of teacher education is a global issue that many countries, no matter developed or developing, face. This book provides multiple perspectives to address the challenges and possibilities for improving teacher quality. A point needs to further highlight in this book is that the researchers pay more attention to the inner landscape of teachers, such as the issue of identity, sense of person, etc. In this book, the readers can learn the insights and multiple perspectives of the best scholars in teacher education.
This book addresses two main questions, namely how to prepare high-quality teachers in the 21st century and how the East and the West can learn from each other. It addresses the different challenges and dilemmas that eastern countries, especially China, and western countries are facing with regard to teacher education. We explore the question by examining teacher education research, practice and policy in different countries, identifying both common problems and country-specific challenges. We then try to find valuable experiences, theories and practice which can solve specific problems in the process of teacher education, also addressing how local and global factors impact it. In this regard, our approach does not strictly separate pre-service teacher education from teachers’ in-service professional development, adopting an integrative perspective. Further, we believe the respective social and cultural contexts must also be taken into account. Lastly, we call for teachers’ knowledge and individual character traits to be accounted for in the education of high-quality teachers.