Educational equality or social mobility: The value conflict between preservice teachers and the Free Teacher Education Program in China
ARTICLE
Dan Wang, Manman Gao
TATE Volume 32, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
Abstract
In 2007, the Chinese government piloted the Free Teacher Education (FTE) program in the top normal universities with the aim to enlist high-quality young graduates to join the teaching profession and to improve education in underdeveloped rural regions. However, a conflict has arisen as FTE students enrolled in the program are reluctant to work in rural schools. Drawing on in-depth interviews with 19 FTE students, this study argues that the curriculum of the FTE program needs to be reformed to combat the social mobility discourse and to include social equity and justice as essential components.
Citation
Wang, D. & Gao, M. (2013). Educational equality or social mobility: The value conflict between preservice teachers and the Free Teacher Education Program in China. Teaching and Teacher Education: An International Journal of Research and Studies, 32(1), 66-74. Elsevier Ltd. Retrieved August 7, 2024 from https://www.learntechlib.org/p/202015/.
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Teaching and Teacher Education: An International Journal of Research and Studies
on January 29, 2019.
Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.
Keywords
Cited By
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“Weekday rural teachers, weekend urban spouses and parents”: A Chinese case of how alternative hiring policy influences teachers’ career decisions
Wei Liao
International Journal of Educational Development Vol. 67, No. 1 (May 2019) pp. 53–63
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