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 |
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