Teach to adapt or adapt to teach”
Qualitative study on the new “special-post teachers” in China’s rural schools
Bibliographic Data
| ID | 8859142 |
|---|---|
| Authors | Jian Li (0009-0001-8947-8064, Beijing Normal University, corresponding author), Eryong Xue (0000-0002-7079-5027, Beijing Normal University) |
| Year | 2020 |
| Volume | 53 |
| Issue | 12 |
| Pages | 1295-1305 |
| Publication date | 2020-10-29 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2020.1840350 |
| OpenAlex | W3097637346 |
| Language | EN |
| Citations received | 12 |
| References cited | 23 |
The number of new “Special-post teachers” has decreased considerably, especially at China’s rural schools in recent years. This study applies the semi-structured interview data of new “Special-post teachers” in China’s rural schools to explore their perceptions on the rural new teachers’ problems and challenges at nine developing rural provinces in China. It finds that the new rural teachers were confronted with severe challenges and difficulties for their professional adaptability in rural areas, such as the interpersonal relationship, heavy workload and dissatisfied salary, and unqualified teaching capacities. Those interviewed new “Special-post teachers” also learned lots from those challenges in reality, such as the diversified personality characteristics, professional beliefs and career motivation. It also suggested that, Chinese government should offer sufficient and diversified educational policies to stimulate rural teacher development, especially for new “Special-post Teachers” at rural areas. Chinese central government plays a significant role to guarantee the sustainable funding support for the development of new “Special-post teachers”. In addition, the principals in rural schools should pay close attention to new Special-post Teachers’ personability characteristics, hobbies and needs to create a supportive teaching environment for them to move toward successful rural teacher development
China · Economic growth · Government (linguistics · Interpersonal communication · Management · Mathematics education · Pedagogy · Political science · Professional development · Public relations · Rural area · Salary · Sociology · Workload · Global Education and Multiculturalism · Parental Involvement in Education · Psychology · Social Psychology · Teacher Education and Leadership Studies
Network analysis of burnout pathways among in-field and out-of-field math-major teachers in rural China
Relationship between teachers’ workaholic characteristics and emotional exhaustion – the mediating role of work-family conflict and work efficacy and the moderating role of teaching age
How to recruit teachers for hard-to-staff schools
‘I can’t leave my nephews and nieces’
Why Is It Difficult to Stay in the Profession? The Life Course of Early‐Career Teachers in Rural China
Core-Competence Educational Policies Versus the Practical Realities of Rural Area-Based Language Teachers
Attractive infrastructure and ideological challenge as reasons for retention of rural teachers / Infraestructura atractiva y desafío ideológico como factores de retención del profesorado rural
Navigating professional growth in rural China
A bibliometric analysis of alternative routes to teaching
Better to lose than to gamble? The typology of career differentiation and agency of experienced teachers in rural areas in China
How principal ambidextrous leadership affects teacher work engagement
Where you put your attention, where is your heart
The problems, needs and strategies of rural teacher development at deep poverty areas in China
Passion and vision for inclusion
Teacher Salaries and the Shortage of High-Quality Teachers in China’s Rural Primary and Secondary Schools
China’s Rural Education
School Consolidation
Changing careers
Understanding teacher emotions
| Citations per year | 4 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |