External input and internal generation: the Chinese experience of how urban retired teachers maximize support for impoverished rural schools

• In Event: AERA Roundtable Session Thursday 9:45 am - Gold 1
  In Roundtable Session: Teaching Lives in China: Pathways, Responsibilities, and Renewal

Abstract

Re-employment of retired teachers is a method to enhance educational quality. Existing studies provided new knowledge about retired teachers, particularly in higher education. However, the logic of retired urban teachers supporting rural schools in China has not been reported. A principal, a vice-principal, three rural teachers, and six retired teachers were interviewed. It is found that classroom teaching, classroom construction, and school governance are behaviors of urban retired teachers through external input. In addition, helping rural teachers optimize curriculum and teaching, and providing training are effective practices for endogenous development. Moreover, this study highlights the theoretical logic, practical value, and policy implications of maximizing retired teachers’ human resources and narrowing the gap between urban and rural education.

Authors

• Hao Cheng, Central China Normal University

• Qiqi Zhang, Central China Normal University

• Zhiping Mai, Central China Normal University

• Hongfeng Yang, Wuhan Institute of Technology