China's Equitable Education Challenge: Constructing an Effective Path to Rural Teacher Education in Poverty Areas

• In Event: Innovative Recruitment and Preparation Strategies in Teacher Education

Abstract

This study explores the construction of teaching communities as a path to rural teacher education in China. Using the concept of third space as a lens, and Cultural Historical Activity Theory as a tool, the study explores boundary-crossing ways to integrate academic, practitioner, and culture knowledge and form communities supporting rural teachers learning. The study employed mixed-methods using data from more than 2000 survey questionnaires, and 23 interviews from rural teachers in 51 poverty-stricken rural areas in central China to investigate the effects of the teaching communities. The findings of this study show that the path of teaching communities is beneficial to the professional development of rural teachers. Implications for integrated development of urban and rural teacher education are discussed.

Author

• Weifen Dai, Teachers College,Columbia University & Central China Normal University