Implementation of Teacher Training in China and Its Policy Implications
Fang Chang and
China & World Economy, 2016, vol. 24, issue 3, 86-104
This study describes the current teacher training system in China, including the prevalence of teacher training, the types of training, training content and the ways that training is delivered. The paper presents subjective evaluations of training for principals and teachers using four diverse datasets. The results show that the National Teacher Training Project (NTTP) deviates from official policy objectives in several respects. The subjects of training programs and training content are not fully compliant with policy objectives. In addition, training opportunities are offered to a smaller proportion of rural teachers than urban teachers. It is found that the proportion of teachers and principals satisfied with the NTTP is lower than that for other types of training. Therefore, measures should be taken to increase training opportunities for rural teachers and to ensure the quality of training for all teachers.
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1) Track citations by RSS feed
Downloads: (external link)
Access to full text is restricted to subscribers.
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: https://EconPapers.repec.org/RePEc:bla:chinae:v:24:y:2016:i:3:p:86-104
Ordering information: This journal article can be ordered from
http://www.blackwell ... bs.asp?ref=1671-2234
Access Statistics for this article
China & World Economy is currently edited by Yongding Yu
More articles in China & World Economy from Institute of World Economics and Politics, Chinese Academy of Social Sciences Contact information at EDIRC.
Bibliographic data for series maintained by Wiley Content Delivery ().