Accountability and the Impact of Teacher Development on Student Outcomes and Progress: Evidence From China

• In Event: Roundtable Session 8
  In Roundtable Session: Teachers and Accountability

Abstract

This paper presents findings from a UK DfID/ESRC funded project “Improving Teacher Development and Educational Quality in China”. The research employs large-scale survey and interview data to investigate the nature and extent of teachers’ professional development and learning in China across three regions (east/west) as well as the existence and relevance of professional learning communities in Chinese schools. The paper also examines the range and extent of school effectiveness in the same regions and identifies links between teacher development and students’ “value added” progress and outcomes. The findings are discussed in terms of educational policy and practice in mainland China and internationally, focusing on teacher development and school improvement in different contexts, and the implications for school evaluation and accountability.

Authors

• Sally M. Thomas, Bristol University

• Wen-Jung Peng, University of Bristol

• Jianzhong Li, National Institute of Education Sciences Beijing

• Huisheng Tian, National Center for School Curriculum and Textbook Development, Ministry Of Education, Beijing