Zhaoli

Teaching:

Teacher Policy and Teacher Development

Time: Spring 2016, Thursday 8:55am - 11:30 am

Location: Room 230, the 4^th TeachingBuilding, Minhang Campus

Instructor Information:

Instructor: ZHAO Li

Office: Room 311, Wen-fu Building, Downtown Campus

Cell: 137.7427.5800

Email: ‍‍leely_zhao@126.com

Guest speakers (subject to be changed)

YANG Yu-dong

LU Rong

Course Description:

In this seminar, we will explore the scholarly literature on teacher policy world- wide and practical experiences of teacher professional development in China. To connect the above two parts, this course tends to introduce students the way of policy development and implementation in teacher education from an analytic and comparative viewpoint based on country cases.

Through a combination of theoretical and applied readings, the course aims to help students develop a critical understanding of the most pressing issues facing teacher education and how they translate into educational policy and practice in communities, schools, and classrooms across the globe.

This seminar is designed to build a common theoretical base about the key issues of teacher education and reform that will enable students to understand more about the similarities and differences of China’s teaching profession compared to other nations’.  As practitioners, teachers, or principals who build up critical thinking of issues for their own specific context, students will gain a thorough understanding of  teacher policy literature and practically analyze  key points of teacher education—including  policy, quality, teacher professional development, teacher learning.

In order to integrate theory with practical implementation, students will hear from guest experts with different perspectives. Meanwhile, innovative thinking about school management requires observation from the field. Field visits will be carefully designed and organized based on related given lectures. At least 2 or 3 field visits to local schools and teacher colleges will be arranged for students to gain field experiences and expose to leading practitioners in this field, as well as acquire field research opportunities.

Students will collaborate with their peers from a variety of backgrounds on group-based projects or group works that require the combination of many points of view. Students will experience hands-on exercises and projects rich in frameworks and methods that support breakthrough thinking. Students will leave this class with richer understanding on policy challenges, teacher professional development, teacher training, as well as gain valuable insight on how leadership can better support teacher professional development.

Course Objectives:

The major purposes of the seminar are to: (1) familiarize you with  knowledge on teacher education policy and teacher professional development; (2) explore the substantive and methodological issues that underlie current research and practice in teacher professional development; (3) build up your understanding of theoretical and practical issues facing teacher education in China; (4) give students access to field study and experiences in local schools to exercise students techniques for analyzing and critiques of research questions. (5) contribute to the development of students’ scholarly skills, particularly reading, writing, and participating in academic discussions.

Methods of teaching

The seminar will utilize various methods, such as direct instruction, group discussion, instructor modeling, guest lecture, presentations and field study.

Course Readings:

Required Readings:

Refer to the list in course outline

Recommended Readings:

To help you learn more about each topic, you may refer to the following books:

1) John Schwille, Martial Dembele, Jane Schubert (2007). Global Perspectives on Teacher Learning: Improving Policy and Practice. UNESCO, 2007.

2) Li Lanqing (2004). Education for 1.3 Billion. Beijing: Foreign Language Teaching and Research Press.

Course Assessment:

Course employs hundred-mark system in stead of grade system. However, course marking can be transferred to grades based on individual needs.  Course marking will be based on class participation, group work and term paper. These factors will be weighted as follows (100 points possible):

Class attendance and participation (20%)

Because much of the course will be structured around group work, it is expected that students will attend class sessions, as well as actively participate in class activities and discussion. Reading and thinking about the content to be considered in each class session should be done in advance.

Group work: Field Visit Report (FVP, 30%)

During the course, students will have the exposure to local schools or institutions. For all field visits are organized based on related given lectures, students can choose at least one visit to write a report.

Students will be divided into groups based on different settings or alternative choices and work on report to field studies (Cohort monitor can help with grouping). Four groups are preferable. 

Group 1 and Group 2do Topic One on "School-based Teacher Professional Development";

Group 3 and Group 4 do Topic Two on "In-service Teacher Training".

Individual Term Paper (ITP, 50%)

Based on course topics and the individual preference, students could choose one research question such as teacher education policy, professional development, teacher training, etc. to study in-depth and develop their Individual Term Paper.

* IMPORTANT NOTE*:

1. The length of FVR is 4 – 6 pages and group members will share the same points for the report.

2.The length of ITR is 8 - 10 pages.

3.FVR and ITR will be due on 5pm of March 26^th 2016.

4.FVR and ITR should be sent to leely_zhao@126.com with the subject “Group no. + Topic” and “Name + ITR” for easy archive.

Paper Policy:

Papers will be graded on:

1.demonstration of the capacity to explain ideas, issues, and theoretical perspectives;

2.demonstration of the capacity to choose and use theoretical constructs and thematic ideas to pose, analyze, solve, and interpret problems;

3.demonstration of the capacity to reflect issues into your own settings;

4.demonstration of the clarity of written expression, focus and error-free;

5.demonstration of the capacity to mount and sustain a clear, logical thesis

6.demonstration of the capacity to the appropriate use of citations;

7.papers should be single-spaced in a Times New Roman 12-pt front. Pages should be numbered.

8.a cover/title page with your name, title of your paper, and date (this is the only place that your name should appear).

Course Outline:

Session 1/Feb. 25 (Morning): An International Overview of Teacher Policy: Issues and Challenges

Session 2/Feb. 25 (Afternoon): 

l) Teacher Education System in China: Perspectives of Policy and Management

2) Developing and Implementing Teacher Policy

Session 3/Mar. 3 (Morning): In-service Teachers’ Professional Learning Supported by Teaching Research System in Mainland China

Session 4/ Mar. 3 (Afternoon): How Chinese Teachers Do Lesson Studies in Their Daily Teaching Research Activities: Experiences of ShanghaiAcademy of Educational Sciences 

Session 5/ (to be confirmed shortly): Field Study of School-based Teachers’ Professional Learning

Session 6/ (to be confirmed shortly): Field Study of In-service Teachers’ Professional Development Mechanism Supported by Local Teachers College

Session 7/Mar. 17: Teacher Education Policy in Shanghai: Experiences of Pudong District

Session 8/Mar. 24: Group work and Independent study wrap-up for ITR

Course Schedule(subject to change)

Session	Topic	Required Reading
Session 1 Feb.25 (Morning):	An International Overview of Teacher Policy: Issues and Challenges  (by ZHAO Li)	1)Bob Moon (2007). Research analysis: Attracting, developing and retaining effective teachers: A global overview of current policies and practices. UNESCO working paper. 2) UNESCO Institute for Statistics (2011). The Global Demand for Primary Teachers. INFORMATION SHEET No. 6. Retrieved from http://www.uis.unesco.org/Education/Documents/IS6-2011-Teachers-EN6.pdf 3)John Schwille, Martial Dembele, Jane Schubert (2007). Global Perspectives on Teacher Learning: Improving Policy and Practice. UNESCO, 2007.29-34. 4) OECD (2005). Teachers Matter: Attracting, Developing and Retaining Effective Teachers.
Session 2 Feb.25 (Afternoon):	Developing and Implementing Teacher Policy (by ZHAO Li)	1) Wadi D. Haddad & Terri Demsky (2005). Education policy-planning process: an applied framework. Paris: UNESCO-IIEP Publishing. 17-39. 2) Martin Wedell (2009). Planning for Educational Change: Putting People and Their Contexts First, New York: Continuum International Publishing Group.156-173. 3) Judyth Sachs (2005). Teacher Professional Standards: a Policy Strategy to Control, Regulate or Enhance the Teaching Profession? InInternational Handbook of Educational Policy, edited by Nina Bascia, Alister Cumming, Amanda Datnow, Kenneth Leithwood and David Livingstone. 579–592. Springer Publisher. 4) Linda Darling-Hammond, Ruth Chung Wei, and Alethea Andree (2010). How High-Achieving Countries Develop Great Teachers. Retrieved from: http://edpolicy.stanford.edu/publications/pubs/291 5) John Schwille, Martial Dembele, Jane Schubert (2007). Global Perspectives on Teacher Learning: Improving Policy and Practice.UNESCO, 2007.59-88.
	Teacher Education System in China: Perspectives of Policy and Management  (by ZHAO Li)	1) Xiaoguang Shi, Peter A. J. Englert (2008). Reform of teacher education in China. Journal of Education for Teaching, Vol. 34, No. 4, 347–359. 2) Shibao Guo (2005). Exploring Current Issues in Teacher Education in China. The Alberta Journal of Educational Research, Vol. 51, No. 1, 69-84. 3) Jun Zhou, Lynda Reed (2005). Chinese Government Documents on Teacher Education since the 1980s. Journal of Education for Teaching, Vol. 31, No. 3, 201–213
Session 3 Mar.3 (Morning)	In-service Teachers’ Professional Learning Supported by Teaching Research System in Mainland China (by YANG Yudong)	1) Lynn Paine, Yanping Fang and Suzanne Wilson (2003). Entering a Culture of Teaching: Teacher Induction in Shanghai, In Comprehensive Teacher Induction: Systems for Early Career Learning, edited by Edward Britton, Lynn Paine, David Pimm and Senta Raizen. Pp. 20-82. Kluwer Academic Publishers. 2) Yudong Yang (2009). How a Chinese teacher improved classroom teaching in Teaching Research Group. ZDM (The International Journal on Mathematics Education): Volume 41, Issue3, Pp. 279-296.
Session 4 Mar.3 (Afternoon)	How Chinese Teachers Do Lesson Studies in Their  Daily Teaching Research Activities: Experiences of Shanghai Academy of Educational Sciences (by YANG Yudong)	1) Gao Xia (2006). Education Reform and School-based Lesson Study in China, in Lesson Study: International Perspective on Policy and Practice, edited by M. Matoba, K.A. Crawford, and Mohammad R. Sarkar Arani. Pp. 108-132. Beijing: Educational Science Publishing House. 2) Lo Mun Ling (2006). Learning Study: the Hong Kong Version of Lesson Study, in Lesson Study: International Perspective on Policy and Practice, edited by M. Matoba, K.A. Crawford, and Mohammad R. Sarkar Arani. Pp. 133-157. Beijing: Educational Science Publishing House.
Session 5&6 (to be confirmed shortly)	lField Study of School-based Teachers’ Professional Learning lField Study of In-service Teachers’ Professional Development Mechanism Supported byLocal Teachers College	1) Harris, J., Zhao, Y. & Caldwell, B.J. (2009). ‘Global characteristics of school transformation in China’. Asia Pacific Journal of Education. Vol. 29, Issue 4, 413-426 2) Jocelyn L. N. Wong, Amy B. M. Tsuib (2007). How Do Teachers View the Effects of School-based In-service Learning Activities? A case study in China. Journal of Education for Teaching, Vol. 33, No. 4, 457–470. 3) Lynn Paine, Yanping Fang and Suzanne Wilson (2003). Entering a Culture of Teaching: Teacher Induction in Shanghai, In Comprehensive Teacher Induction: Systems for Early Career Learning, edited by Edward Britton, Lynn Paine, David Pimm and Senta Raizen. Pp. 20-82. Kluwer Academic Publishers.
Session 7 Mar. 17	Teacher Education Policy in Shanghai: Experiences of Pudong District (by LU Rong)	OECD (2010). Shanghai and Hong Kong: Two Distinct Examples of Education Reform in China, in “Strong Performers and Successful Reformers in Education: Lessons from PISA for the United States”
Session 8 Mar. 24	Group work and Independent study wrap-up for ITR

Teacher Professional Development, Transnational Higher Education, International Education Organization