View in EDS HTML Full Text PDF Full Text

The relationship between opportunities to learn in teacher education and Chinese preservice teachers' professional competence.

Saved in:
Bibliographic Details
Title: The relationship between opportunities to learn in teacher education and Chinese preservice teachers' professional competence.
Authors: Yang, Xinrong1 (AUTHOR), Deng, Jun2 (AUTHOR), Sun, Xiaojian3 (AUTHOR), Kaiser, Gabriele4 (AUTHOR) gabriele.kaiser@uni-hamburg.de
Source: Journal of Curriculum Studies. Feb2026, Vol. 58 Issue 1, p165-183. 19p.
Subject Terms: *Professional employee training, *Teacher education, *Student teachers, *Mathematics education, *Practicums, Professional competence
Geographic Terms: China
Abstract: Although research on the relationship between opportunities to learn (OTL) in teacher preparation and preservice teachers' learning outcomes, including aspects of their knowledge, has significantly increased in recent years, the relationship between OTL and preservice secondary school teachers' cognitive competence and, particularly, the situated aspect of competence, in Mainland China remain poorly understood. This paper examines this association based on a study involving 583 preservice teachers chosen from four preservice teacher education institutions. The results revealed that the preservice teachers received adequate OTL in various domains, such as tertiary-level mathematics and mathematics education pedagogy. However, mainly due to the influence of academically oriented teacher preparation models in Mainland China, there were quite weak overall connections between OTL and the four examined aspects of teachers' professional competence (mathematics content knowledge, mathematics pedagogical content knowledge, a mathematics instruction-related perspective on noticing, and a general pedagogy-related classroom perspective on noticing). Comparatively speaking, relatively strong associations existed between OTL in teaching methods, school-based teaching practicums, and the situated aspect of competence (e.g. noticing). These findings show that, to a great degree, initial teacher preparation in Mainland China does not relate closely to preservice teachers' professional competence. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 192043952
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The relationship between opportunities to learn in teacher education and Chinese preservice teachers' professional competence.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Yang%2C+Xinrong%22">Yang, Xinrong</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Deng%2C+Jun%22">Deng, Jun</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sun%2C+Xiaojian%22">Sun, Xiaojian</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kaiser%2C+Gabriele%22">Kaiser, Gabriele</searchLink><relatesTo>4</relatesTo> (AUTHOR)<i> gabriele.kaiser@uni-hamburg.de</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Curriculum+Studies%22">Journal of Curriculum Studies</searchLink>. Feb2026, Vol. 58 Issue 1, p165-183. 19p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Practicums%22">Practicums</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Although research on the relationship between opportunities to learn (OTL) in teacher preparation and preservice teachers' learning outcomes, including aspects of their knowledge, has significantly increased in recent years, the relationship between OTL and preservice secondary school teachers' cognitive competence and, particularly, the situated aspect of competence, in Mainland China remain poorly understood. This paper examines this association based on a study involving 583 preservice teachers chosen from four preservice teacher education institutions. The results revealed that the preservice teachers received adequate OTL in various domains, such as tertiary-level mathematics and mathematics education pedagogy. However, mainly due to the influence of academically oriented teacher preparation models in Mainland China, there were quite weak overall connections between OTL and the four examined aspects of teachers' professional competence (mathematics content knowledge, mathematics pedagogical content knowledge, a mathematics instruction-related perspective on noticing, and a general pedagogy-related classroom perspective on noticing). Comparatively speaking, relatively strong associations existed between OTL in teaching methods, school-based teaching practicums, and the situated aspect of competence (e.g. noticing). These findings show that, to a great degree, initial teacher preparation in Mainland China does not relate closely to preservice teachers' professional competence. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192043952
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/00220272.2024.2334944
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 165
    Subjects:
      – SubjectFull: Professional employee training
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Student teachers
        Type: general
      – SubjectFull: Mathematics education
        Type: general
      – SubjectFull: Practicums
        Type: general
      – SubjectFull: Professional competence
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: The relationship between opportunities to learn in teacher education and Chinese preservice teachers' professional competence.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Yang, Xinrong
      – PersonEntity:
          Name:
            NameFull: Deng, Jun
      – PersonEntity:
          Name:
            NameFull: Sun, Xiaojian
      – PersonEntity:
          Name:
            NameFull: Kaiser, Gabriele
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Text: Feb2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 00220272
          Numbering:
            – Type: volume
              Value: 58
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Curriculum Studies
              Type: main
ResultId 1