Introduction: Chinese and German perspectives on quality in teacher education: An introduction

Chi Kin John LEE, Timo EHMKE

Research output: Chapter in Book/Report/Conference proceedingChapters

2 Citations (Scopus)

Abstract

This chapter describes the rationale of making some comparison between Chinese and German perspectives of quality in teacher education. In Germany states, there are their own school curriculum and teacher education curriculum content- and standard-based frameworks as Lehrplane with the underpinnings of Didaktik and Bildung theories. In Mainland China, the school and teacher education curricula tend to be relatively more centralized. While two countries have diverse socio-historical contexts, they seem to adopt similarly a humanistic approach to education. This book discusses quality related issues in teacher education regarding the areas of STEM education, ICT and e-learning, university-school partnership, technical and vocational education and teaching Chinese/German as a second language. Copyright © 2022 selection and editorial matter, John Chi-Kin Lee and Timo Ehmke; individual chapters, the contributors.
Original languageEnglish
Title of host publicationQuality in teacher education and professional development: Chinese and German perspectives
EditorsJohn Chi-Kin LEE, Timo EHMKE
Place of PublicationAbingdon, Oxon
PublisherRoutledge
Pages1-12
ISBN (Electronic)9781003197973
ISBN (Print)9780367469375, 9781032055305
DOIs
Publication statusPublished - 2022

Citation

Lee, J. C.-K., & Ehmke, T. (2022). Introduction: Chinese and German perspectives on quality in teacher education: An introduction. In J. C.-K. Lee & T. Ehmke (Eds.), Quality in teacher education and professional development: Chinese and German perspectives (pp. 1-12). Abingdon, Oxon: Routledge.

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