The Shanghai Model: An Innovative Approach to Promote Teacher Professional Development through Teaching-Research System

Autor/inn/en	Yang, Xiaowei; Ran, Hua; Zhang, Meng
Titel	The Shanghai Model: An Innovative Approach to Promote Teacher Professional Development through Teaching-Research System
Quelle	In: Educational Philosophy and Theory, 54 (2022) 10, S.1581-1592 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2020.1794155
Schlagwörter	Faculty Development; Models; Teacher Effectiveness; Teacher Improvement; Case Studies; Teaching Methods; Learning Processes; Theory Practice Relationship; Foreign Countries; Educational Research; Educational Change; Curriculum Development; Educational Quality; China (Shanghai) + Suchen Sie Ihr Suchwort? Analogiemodell; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Theorie-Praxis-Beziehung; Ausland; Bildungsforschung; Pädagogische Forschung; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Quality of education; Bildungsqualität
Abstract	Chinese students' outstanding performance in several rounds of PISA tests has attracted extensive attention on Chinese teacher professional development practices and system. The school-based teaching research system has evolved for many years in China and became a mature and systematical model for improving teaching quality. However, this system and its functions has not been fully recognized and understood. This case study, mainly focusing on Shanghai, explores how the teaching-research system formed and developed and how it influenced teachers' learning and professional development. We summarized three different versions of Shanghai' teaching-research models and deeply described their processes, characteristics, and influence. Future research directions and implication for creating an effective and sustained approach for improving teacher quality were also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01