Teachers’ Voice in Implementing Quality Education for All in Primary Education: A Case Study of a Chinese Public School (81126)

Session Information: Education and Social Welfare
Session Chair: Jon McFarland

Monday, 27 May 2024 11:30
Session: Session 2
Room: Room A (Live-Stream)
Presentation Type: Live-Stream Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

Teachers’ professional development is vital for promoting inclusive education and addressing the diverse needs of students. However, many educators are dissatisfied with training programs due to their varied backgrounds and the inadequacy of most professional development initiatives to meet their specific needs. This study explores the challenges elementary school teachers encounter in a rural public school in China as they strive to implement quality education for all students. Through focus group discussions involving teachers and school leaders, the research highlights the barriers posed by administrative burdens, limitations of workshop-style lesson planning sessions, mandatory PD programs deemed inadequate in meeting individual needs, and a lack of familiarity with inclusive pedagogy. The findings underscore the necessity of tailored professional development programs that address these practical challenges and the potential of university-school partnerships in providing comprehensive support. Successful strategies for mitigating teacher shortages, such as university volunteer programs, are also identified. This study contributes to the discourse on inclusive education by proposing a holistic approach to teacher’s professional development grounded in collaborative partnerships and addressing the practical needs of educators in their classroom settings.

Tong Lin, Wenzhou-Kean University, China

About the Presenter(s)
Ms Tong Lin is a University Doctoral Student at Wenzhou-Kean University in China

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00