Reforming the curriculum of teacher education: Framing the future of quality education in China

Sin Yee Angelina LAW

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

Reform for “Quality Education” has taken place in Mainland China since the issue of “Summary of Reform and Development of Education in China” (1993). Despite the government’s intention to take care of all students, foster all-round development and promote students’ active learning, gaining high grades in examination remains the goal of learning for most students. Among other factors, the quality of teachers and their belief about education has been regarded as a determinant for the success of reform. In a study conducted in Guangzhou with teacher educators, it was noted that development of teacher education in the last decade lagged behind the development of basic education. The problem of “filling new bottles with old wine” becomes apparent. This paper attempts to analyze the situation and discuss how the reform of curriculum of teacher education in China may bring about the desired change in basic education. Copyright © 1999 Australian Curriculum Studies Association Inc.
Original languageEnglish
Title of host publicationThe ACSA 1999 Collection: Conference papers: Framing the future
Editors Australian Curriculum Studies Association
Place of PublicationDeakin West, Australian Capital Territory
PublisherAustralian Curriculum Studies Association
Pages557-572
Volume2
Publication statusPublished - 1999

Citation

Law, S. Y. A. (1999). Reforming the curriculum of teacher education: Framing the future of quality education in China. In Australian Curriculum Studies Association (Ed.), The ACSA 1999 Collection: Conference papers: Framing the future (Vol. 2, pp. 557-572). Deakin West, Australian Capital Territory: Australian Curriculum Studies Association.

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