Chinese Mainland Teachers’ Work Contezt and Professional Life Phases
This paper draws upon a large-scale survey study which investigated the working conditions and cultural context of 5,255 primary and secondary teachers in Beijing and patterns of their professional development. Two questionnaires with fivescale agreements were administered to measure teachers’ work context and their professional quality including professional ethics, belief in education, professional knowledge and ability, professional planning and autonomy. The results showed that (1) the average work time of teachers in Beijing was 9.68 hours per day, and there were 12 classes in average per week. They spent more time on preparing their lessons, professional learning, communication with their colleagues, and routine administration for students, compared to teachers’ work in Hong Kong and Macau of China (Wu & Guo, 2003; CTER, 2005). (2) Chinese teachers felt the prominent stress from the teaching profession, such as heavy workload, evaluation of teaching and research, big difference of students learning and national examination of students. Teachers with 11-15 yeas perceived the largest stress of these above compared to the ones from the other teaching age groups. (3) The teachers from key schools and weak schools5 showed higher sense of identity for school climate and culture than ones from ordinary schools. Teachers with 6-10 teaching years showed the least school identity. (4) the teachers’ professional quality showed a significantly increasing trajectory with the growth of teaching years and teachers with 11-15 years of teaching got the best professional performances, but after that showing the decreasing development trajectory. (5) Based on the above characteristics of teachers professional development, Chinese teachers showed five different phases in their careers, these are, teaching adaptation (0-3 teaching yeas), professional ability construction (4-10), personal teaching style making (11-15), professional autonomic development (16-25) and professional conservative and declining development (26 and the above). The results have empirical implications in teacher education policy and research.
Li, Qiong
Center of Teacher Education Research, Beijing Normal University, China
国际会议
北京
英文
1-3
2008-11-11（万方平台首次上网日期，不代表论文的发表时间）