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Asia-Pacific Journal of Teacher Education Volume 41, 2013 - Issue 3
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Articles

The honourable road and its impact on teacher practice: an analysis of China's national honour system in cultivating professional development

Huan Song Center for Teacher Education Research, Beijing Normal University, Key Institute of Humanities and Social Science of MOE, Beijing, ChinaCorrespondence[email protected]
,
Xudong Zhu Center for Teacher Education Research, Beijing Normal University, Key Institute of Humanities and Social Science of MOE, Beijing, China
&
Laura B. Liu Center for Teacher Education Research, Beijing Normal University, Key Institute of Humanities and Social Science of MOE, Beijing, China
Pages 253-270 | Received 01 Feb 2013, Accepted 16 May 2013, Published online: 06 Aug 2013

Citations (12)

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Read on this site (4)

Wangbei Ye & Bin Zhou. (2022) Grow up with the City: Master Teachers’ Experience of Teacher Professional Development in Shanghai. Professional Development in Education 0:0, pages 1-15.
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Liang Huang, Nicholas Sun-Keung Pang & Ya-Ting Huang. (2022) Building school capacity for teacher learning in China. Professional Development in Education 48:1, pages 38-52.
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Ying Zhang & Shuiyun Liu. (2021) Re-professionalisation or de-professionalisation: how do Chinese high school teachers respond to the new professionalism?. Professional Development in Education 0:0, pages 1-17.
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Man Lei & Jane Medwell. (2020) How do English language teachers understand the idea of professional development in the recent curriculum reforms in China?. Asia Pacific Journal of Education 40:3, pages 401-417.
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Articles from other publishers (8)

Xiaofang Wang & Jocelyn LN Wong. (2021) Teacher leaders’ brokerage practice in China: Impact on teacher learning in a school–university partnership. Educational Management Administration & Leadership 51:3, pages 751-768.
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Kwok Kuen Tsang, Wanying Zhang, Yuan Teng & Huan Song. (2023) Validating the Chinese Version of the Personal Accountability Measure for Assessing Teachers’ Perceptions and Experiences of Teacher Accountability in China. Behavioral Sciences 13:2, pages 145.
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Kwok Kuen Tsang, Yixuan Du & Yuan Teng. (2022) Transformational leadership, teacher burnout, and psychological empowerment: A mediation analysis. Social Behavior and Personality: an international journal 50:1, pages 1-11.
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Ying Zhang & Kwok Kuen Tsang. (2021) Performance-Based Accountability and Teacher Emotions: Role of Zhongyong Thinking. Frontiers in Psychology 12.
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Sun Zhiyong, Priyadarshini Muthukrishnan & Gurnam Kaur. (2020) College English Language Teaching Reform and Key Factors Determining EFL Teachers’ Professional Development. European Journal of Educational Research 9:4, pages 1393-1404.
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Kang Ma & Robert Trevethan. (2020) Efficacy Perceptions of Preservice and Inservice Teachers in China: Insights Concerning Culture and Measurement. Frontiers of Education in China 15:2, pages 332-368.
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Kang Ma, Robert Trevethan & Shuhong Lu. (2020) Measuring Teacher Sense of Efficacy: Insights and Recommendations Concerning Scale Design and Data Analysis from Research with Preservice and Inservice Teachers in China. Frontiers of Education in China 14:4, pages 612-686.
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Laura Blythe LiuLaura Blythe Liu. 2015. Teacher Educator International Professional Development as Ren. Teacher Educator International Professional Development as Ren 101 120 .

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