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ERIC Number: ED353250
Record Type: Non-Journal
Publication Date: 1992-Oct
Pages: 26
Abstractor: N/A
Reference Count: N/A
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.
Ma, Liping
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)
National Center for Research on Teacher Learning, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($6.40).
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Learning, East Lansing, MI.
Identifiers - Location: China (Shanghai); United States