Will China's Free Teacher Education Policy Address Teacher Shortages in Rural Schools or Reproduce Existing Inequality?

Autor/inn/en	Qian, Hong; Youngs, Peter; Hu, Sihua; Prawat, Xueying Ji
Titel	Will China's Free Teacher Education Policy Address Teacher Shortages in Rural Schools or Reproduce Existing Inequality?
Quelle	In: Compare: A Journal of Comparative and International Education, 50 (2020) 5, S.713-725 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hu, Sihua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2018.1559037
Schlagwörter	Educational Policy; Foreign Countries; Teacher Shortage; Rural Schools; Teacher Education; Tuition; Preservice Teachers; Teacher Educators; Low Income Students; Student Financial Aid; Access to Education; Selective Admission; Social Mobility; Student Attitudes; Teacher Attitudes; Equal Education; College Graduates; Urban Schools; Paying for College; China + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Ausland; Lehrermangel; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerausbildung; Lehrerbildung; Unterweisung; Unterricht; Teacher education; Education; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Access; Bildung; Zugang; Bildungszugang; Bildungsselektion; Soziale Mobilität; Schülerverhalten; Lehrerverhalten; Hochschulabsolvent; Hochschulabsolventin; Urban area; Urban areas; Stadtregion; Stadt
Abstract	China's Free Teacher Education Policy (FTEP) was initiated in 2007 in response to concerns about university tuition increases and teacher shortages in rural provinces. In this paper, the authors draw on interview data from eight FTEP graduates/teaching candidates and eight teacher educators from five FTEP universities to examine the extent to which and ways in which this policy seems to provide (a) financial support to prospective university students from low-income families and (b) teachers for rural schools in these provinces. Their results indicate that the FTEP has made higher education at top-ranked universities more accessible for students from low-income families, which promotes social mobility for those students. However, their results also suggest that most FTEP graduates prefer to teach in more affluent city schools rather than rural schools. Therefore, the policy is likely to have much less impact on improving educational opportunity or social mobility for students in such rural schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01