Author： Su Z. Hawkins J.N. Huang T. Zhao Z.
Publisher： Springer Publishing Company
ISSN： 0020-8566
Source： International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft / Revue internationale de l'éducation, Vol.47, Iss.6, 2001-11, pp. : 611-635
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Abstract
In this article, the researchers report findings from a recent national study of teacher education in China, in comparison to similar data from national and case studies in the United States. The study aims at understanding and comparing the profiles and entry perspectives of Chinese versus American teacher candidates. The researchers demonstrate that there are both similarities and differences in the demographic characteristics of the Chinese and American teacher candidates. The Chinese education students come from less privileged backgrounds in socioeconomic status and academic preparation. Although they share some of the noble ideas about becoming teachers, the overwhelming majority of the Chinese students do not intend to commit to teaching as a lifelong career. They cite the low status of the teaching profession and the poor benefits for teachers as primary reasons for leaving teaching. The researchers urge Chinese and American policy makers and teacher educators to revise their policies and practices in light of the study findings in order to recruit qualified young people into teacher education programs and more importantly to retain good teachers in the profession.
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