Canadian Social Science
Professional Development of Teacher Educators: Reflections on the Current Situation and Exploration of Future Strategies
Abstract
Teacher educators are tutors who lead and promote the professional development of teachers and teachers-to-be. As such, the level of professional development of these educators themselves directly influences both the subsequent quality of teachers at all levels, and the level of a country’s education as a whole. This paper analyses the current situation of the professional development of Chinese teacher educators from four perspectives. The paper also analyses the current gaps in their professional development, and proposes strategies for the purpose of promoting educators’progression.
Keywords
Full Text:
PDFReferences
Chen, S. J., & Wang, C. H. (2012). Professional development orientation and implications of american teacher educators. Comparative Education Review, (11), 1.
Liu, J. Y. (2009). The study on “self-study”-the way of teacher educator’s development. Northeast Normal University.
Lortie, D. C. (1975). School teacher: A sociological study (p.73). Chicago: The University of Chicago Press.
National Center for Educational Development Research. (1994). Tendencies and trends of educational reform in developed countries (volume II, p.135-138). Beijing, China: People’s Education Press.
Smith, K. (2005). Teacher educators’ expertise: What do novice teachers and teacher educators say? Teaching and Teacher Education, (21), 177-192.
Swennen, A. (2012). Vanoppermeesters tot docentenhogeronderwijs: De ontwikkeling van het beroep en de identiteit van lerarenopleiders (From top-teachers to teachers in higher education: The development of the profession and identity of teacher educators) (Eds.). VrijeUniversiteit, Amsterdam.
Wang, C. H. (2013). Research on American standards for teacher educators and its influence. Southwest University.
Zheng, D. D. (2013). International comparative study on teacher educators and professional standards for teacher educators. East China Normal University.
Zheng, S. (2011). Preliminary exploration of self-studies conducted by chinese teacher educators. Capital Normal University.
Zhu, H. (2010) Curriculum reform and professional development: A case study on Chinese teacher educators. Professional Development in Education, 377.
DOI: http://dx.doi.org/10.3968/%25x
Refbacks
- There are currently no refbacks.
Copyright (c)
Reminder
- How to do online submission to another Journal?
- If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:
1. Register yourself in Journal B as an Author
- Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.
2. Submission
Online Submission: http://cscanada.org/index.php/css/submission/wizard
- Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.
- We only use four mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: caooc@hotmail.com; office@cscanada.net; ccc@cscanada.net; ccc@cscanada.org
Articles published in Canadian Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY).
Canadian Social Science Editorial Office
Address: 1020 Bouvier Street, Suite 400, Quebec City, Quebec, G2K 0K9, Canada.
Telephone: 1-514-558 6138
Website: Http://www.cscanada.net; Http://www.cscanada.org
E-mail:caooc@hotmail.com; office@cscanada.net
Copyright © Canadian Academy of Oriental and Occidental Culture 
