"Double Reduction" for Whom? Understanding Teachers' Work in China

• In Event: Fairmont Roundtable Session Eighteen
  In Roundtable Session: Examining Changes and Effects in Teacher Education Policy on a National and Global Scale (Table 13)

Abstract

In July of 2021, the Chinese central government established the “Double Reduction” Policy, altering guidelines and creating new regulations that address growing concerns about the proliferation of afterschool tutoring programs and other forms of shadow education. Situating the analysis of the implementation of the China’s “double reduction” policy in the context of schools, this study analyzes the policy impact on the work and practices of teachers. Drawing upon policy enactment theory, we analyze data collected from 149 primary school teachers across 9 districts in Beijing. The findings reveal that primary school teachers’ working time was too long, overburdensome, and not allocated properly. The impact of the “double reduction” policy on teachers was mainly reflected in after-school services.

Authors

• Jun Teng, Beijing Normal University
  Presenting Author

• Ziting Yang, Huazhong University of Science and Technology
  Presenting Author

• Christopher B. Crowley, Wayne State University
  Presenting Author

• Min Yu, Wayne State University
  Presenting Author