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Discussing Teacher Induction in China and Relevant Debates in the United States with a Chinese Teacher: A Conversation with Yu Yi. Craft Paper 92-2.

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Title: Discussing Teacher Induction in China and Relevant Debates in the United States with a Chinese Teacher: A Conversation with Yu Yi. Craft Paper 92-2.
Language: English
Authors: Ma, Liping, National Center for Research on Teacher Learning, East Lansing, MI.
Availability: National Center for Research on Teacher Learning, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($6.40).
Peer Reviewed: N
Page Count: 26
Publication Date: 1992
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.
Intended Audience: Researchers
Document Type: Speeches/Meeting Papers
Reports - Descriptive
Descriptors: Apprenticeships, Beginning Teacher Induction, Educational Practices, Educational Theories, Elementary Secondary Education, Field Interviews, Higher Education, Laboratory Training, Mentors, Pedagogical Content Knowledge, Preservice Teacher Education, Program Design, Program Implementation, Reflective Teaching, Teacher Education Programs
Geographic Terms: China (Shanghai), United States
Abstract: This paper introduces a Chinese teacher induction program. In China it is believed that formal teacher education constitutes only half of teacher preparation; the other half has to be accomplished on the job with the active support and involvement of the teaching community. The voice of teachers is introduced to the field of educational research through interviews conducted with Yu Yi, who taught high school Chinese literature for over 40 years and is now principal of a high school in Shanghai. She describes the design and implementation of her school's teacher induction program and theories of how a novice learns to teach. Her views are reminiscent of Dewey's idea of teacher education as laboratory versus apprenticeship; they include the concept of pedagogical content knowledge and educating the reflective practitioner. Conversations with Yu Yi show that a teacher is not just a passive receptor and executor of theory, but a critical discussant and active contributor of theory. (Contains seven references.) (LL)
Entry Date: 1993
Accession Number: ED353250
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Discussing Teacher Induction in China and Relevant Debates in the United States with a Chinese Teacher: A Conversation with Yu Yi. Craft Paper 92-2.
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  Data: <searchLink fieldCode="AR" term="%22Ma%2C+Liping%22">Ma, Liping</searchLink><br /><searchLink fieldCode="AR" term="%22National+Center+for+Research+on+Teacher+Learning%2C+East+Lansing%2C+MI%2E%22">National Center for Research on Teacher Learning, East Lansing, MI.</searchLink>
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  Data: National Center for Research on Teacher Learning, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($6.40).
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  Data: N
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  Data: 26
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  Data: 1992
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  Data: Office of Educational Research and Improvement (ED), Washington, DC.
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  Data: Researchers
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  Data: Speeches/Meeting Papers<br />Reports - Descriptive
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  Data: <searchLink fieldCode="DE" term="%22Apprenticeships%22">Apprenticeships</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teacher+Induction%22">Beginning Teacher Induction</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Theories%22">Educational Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Field+Interviews%22">Field Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Laboratory+Training%22">Laboratory Training</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Design%22">Program Design</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+Teaching%22">Reflective Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink>
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– Name: Abstract
  Label: Abstract
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  Data: This paper introduces a Chinese teacher induction program. In China it is believed that formal teacher education constitutes only half of teacher preparation; the other half has to be accomplished on the job with the active support and involvement of the teaching community. The voice of teachers is introduced to the field of educational research through interviews conducted with Yu Yi, who taught high school Chinese literature for over 40 years and is now principal of a high school in Shanghai. She describes the design and implementation of her school's teacher induction program and theories of how a novice learns to teach. Her views are reminiscent of Dewey's idea of teacher education as laboratory versus apprenticeship; they include the concept of pedagogical content knowledge and educating the reflective practitioner. Conversations with Yu Yi show that a teacher is not just a passive receptor and executor of theory, but a critical discussant and active contributor of theory. (Contains seven references.) (LL)
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  Data: ED353250
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      – Text: English
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      Pagination:
        PageCount: 26
    Subjects:
      – SubjectFull: Apprenticeships
        Type: general
      – SubjectFull: Beginning Teacher Induction
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Educational Theories
        Type: general
      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Field Interviews
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Laboratory Training
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      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Program Design
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      – SubjectFull: Program Implementation
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      – SubjectFull: Reflective Teaching
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: China (Shanghai)
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: Discussing Teacher Induction in China and Relevant Debates in the United States with a Chinese Teacher: A Conversation with Yu Yi. Craft Paper 92-2.
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            NameFull: National Center for Research on Teacher Learning, East Lansing, MI.
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            NameFull: Ma, Liping
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            – D: 01
              M: 10
              Type: published
              Y: 1992
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