Quality in Teacher Education and Professional Development
Chinese and German Perspectives
- Available for pre-order. Item will ship after September 29, 2021
This book addresses the past and changing contexts of Chinese and German teacher education under the impact of globalization and echoes "quality" issues of teacher education. This edited book provides a comprehensive discussion on other Issues in the management and implementation of change in teacher education related to teacher education curricula for professional development of teachers. A combination of chapters provides an overview, a review of literature and research as well as offering examples of teacher education practice and updated empirical research on these topics co-edited by two senior scholars and written by experts from Mainland China (including Hong Kong ) and Germany. The volume addresses key issues on teacher standards, ICT in education and e-learning in teacher education, STEM education, vocational teacher education, university-School partnership in teacher education, and teaching Chinese or German as a second language.
This is the first academic book to look at issues related to quality in teacher education and teachers’ professional development in mainland China and Germany. It will be a useful reference for graduate students and researchers in the field of international and comparative education, teacher education and curriculum studies, teacher educators and practitioners to learn from trends, best practice and challenges that have been encountered in Mainland China and Germany.
Table of Contents
1 Chinese and German Perspectives on Quality in Teacher Education: An Introduction JOHN CHI-KIN LEE AND TIMO EHMKE 2 Teacher Education and Role of Educators under the Context of Educational Change in the Twenty-first Century: Prospects and Challenges JOHN CHI-KIN LEE AND STEPHEN YAM-WING YIP 3 Initial Teacher Education in Mainland China: The Impact of Accountability and Globalization ZHANG QIAN AND JOHN CHI-KIN LEE 4 Teacher Education in Germany: Historical Development, Status, Reforms and Challenges EWALD TERHART 5 Teacher Standards and Data Literacy of Teachers in China: Examples from Northern and Western Regions (Shanxi and Chongqing) YANG XIAO, JOHN CHI-KIN LEE AND QIU DEFENG 6 Innovative Approaches for Teacher Professional Development: Examples of Blended, Video- and Coaching-based Professional Development programs in Germany ANNA HOLSTEIN, CHRISTOPHER NEIL PRILOP, MARC KLEINKNECHT AND KIRA ELENA WEBER 7 E-Learning in Teacher Education in Hong Kong and Beijing in the Digital Era KONG SIU CHEUNG, HUANG RONGHUAI AND KWOK WAI YING 8 ICT in Teacher Education and ICT-Related Teacher Professional Development in Germany BIRGIT EICKELMANN, KERSTIN DROSSEL AND MELANIE HELDT 9 Teacher Education and Professional Development in STEM Education: Experiences in Mainland China and Hong Kong WINNIE WING-MUI SO, JOHN CHI-KIN LEE, YU CHEN, TIAN LUO, QIANWEN HE, FIONA NGAI-YING CHING, JIA LI AND QUN XIE 10 STEM Teacher Education in Germany: Organization, Expectations, and Challenges from the Perspectives of the Subjects Mathematics and Physics ANKE LINDMEIER AND KNUT NEUMANN 11 Implementing Education for Sustainable Development in the German School System: Implications for Teacher Education MATTHIAS BARTH AND LYDIA KATER-WETTSTÄDT 12 University-School Partnership for the Professional Development of Teachers in Hong Kong: A Case Study of Developing Self-regulated Learning in Students KO PO YUK AND JOHN CHI-KIN LEE 13 University-School Partnerships in Teacher Education in Germany ROBIN STRAUB AND TIMO EHMKE 14 Improving the Effectiveness of Teacher Training for the Vocational Education and Training (VET) Sector in China: Trends, Challenges and Approaches MARGARITA PAVLOVA AND CHRISTY SHIMIN CHEN 15 Teacher Education for the Vocational Education and Training (VET) Sector in Germany: Current Structures, Reforms and Challenges DINA KUHLEE 16 Teaching Chinese as a Second Language: Chinese perspective TONG HO-KIN, JOHN CHI-KIN LEE AND GUAN YUANYUAN GWENDOLINE 17 Teaching German as a second language: Implications for teacher education in Germany JENNIFER PAETSCH AND BIRGIT HEPPT 18 Teacher Education in China and Germany – Conclusions and Research Outlook TIMO EHMKE AND JOHN CHI-KIN LEE
Professor John Lee Chi-Kin is Vice President (Academic) and Provost and Chair Professor of Curriculum and Instruction at the Education University of Hong Kong (EdUHK) (the then Hong Kong Institute of Education). He was Dean of Education and Professor of Department of Curriculum and Instruction at The Chinese University of Hong Kong (CUHK). Professor Lee was also the Director of the Centre for University and School Partnership and had served as a Fellow of United College and Morningside College at CUHK.His research interests focus on curriculum and instruction, life and values education, geographical and environmental education, teacher education and school improvement. He has served as the Editor of International Journal of Children’s Spirituality, Regional Editor (Asia Pacific) of Educational Research and Evaluation and Executive Editor of Teachers and Teaching as well as editorial board members or advisory editors of many local, regional and international journals. He is also a prolific writer who has edited and written more than 25 books, and published over 100 journal articles and book chapters.His recent selected co-edited books are Transnational Education and Curriculum Studies: International Perspectives (co-edited with Noel Gough, 2020, Routledge), Green Schools Globally: Stories of Impact on Education for Sustainable Development (co-edited with Annette Gough and Eric P.K. Tsang, 2020, Springer) and European Didactics and Chinese Curriculum: Curriculum thoughts in Dialogue (co-edited with Kerry Kennedy, 2017, Routledge).He has served as the Changjiang Scholar Chair Professor conferred by the Ministry of Education, the People’s Republic of China and is a SEAMEO Research Fellow. Professor Lee is also the UNESCO Chair in Regional Education Development and Lifelong Learning, Director of the Centre for Religious and Spirituality Education, Co-Director (Research) of the Centre for Excellence in Learning and Teaching (CELT) and Co-Director of the Centre for Education in Environmental Sustainability at EdUHK.
Professor Timo Ehmke is full professor for Empirical Educational Sciences and Co-Director of the Centre for Teacher Education (Zukunftszentrum Lehrerbildung, ZZL) at the Leuphana University of Lüneburg, Germany. Professor Ehmke serves currently as Vice-Dean for Research at the Faculty of Education. In addition he is Co-Leader of various research and development projects funded among others by the German Ministry for Education and Research (BMBF) and the German Research Foundation (DFG). His research interests lie in the field of teachers’ professional development, competency-based teacher education and large-scale student assessments. Professor Ehmke is author and co-author of more than 100 research contributions. He is editor and co-editor of several books. Timo Ehmke works as senior editor of Cogent Education (Taylor & Francis).