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Teaching Quality, Teacher-Student Interactions, and Reflections-in-Action: Evidence From Different Educational Sectors in China
Mon, April 20, 4:05 to 6:05pm, Virtual RoomSession Type: Symposium
Abstract
PISA results have aroused interests and myths about the Chinese education system. Looking into teaching quality in different educational sectors in China provides better pictures on the variation in Chinese education. Studying teaching quality in modern Chinese cities advances our knowledge of effective and inspiring teaching and their effects on students in more successful regional education systems. Examining pedagogies in rural regions, vocational education and teacher education provides lenses to understand the competitions between traditional and western pedagogies, the role of business in vocational education pedagogies, and the significance of teacher training in reflective processes of junior teachers. The main aim is to engage researchers and teachers in different cultures to support teachers to develop high-quality teaching in different contexts.
Sub Unit
Chair
Papers
Effective Teaching and Inspiring Teaching in Different Learning Environments: Evidence From Cluster Analysis and Structural Equation Modeling - James Ko, The Education University of Hong Kong; Wanlu Li, The Education University of Hong Kong; Ridwan Maulana, University of Groningen
Instructional Quality and Teacher-Student Interaction Across Contexts: A Mixed-Method Classroom Observation Study - Celia Jieyan Lei, The Education University of Hong Kong; Lisa Chen, Bridge International Academies; Rainbow Yuan, The Education University of Hong Kong
Learning Environments in Higher Vocational Education Institutions in Mainland China: Evidence From Classroom Observations - Yanmin Zhao, The Education University of Hong Kong
Analysing and Evaluating Preservice and Novice Teachers' Reflective Dialogues on Teaching in a Virtual Learning Environment - Ye Wang, The Education University of Hong Kong; Celia Jieyan Lei, The Education University of Hong Kong; Yasmin Fong, The Education University of Hong Kong