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Journal articles on the topic 'Women college teachers China'

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Published: 4 June 2021
Last updated: 14 February 2022

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1

Liang, Xiao, and Oscar O. Bautista. "Analysis on the difference of college teachers’ professional pressure and strategies to improve teachers’ mental health under the expectancy theory." Work 69, no. 2 (June 24, 2021): 543–57. http://dx.doi.org/10.3233/wor-213498.

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BACKGROUND: Professional pressure is one of the most concerned issues in society. Teachers are a group of people with greater professional pressure. The pressure sources include students, schools and society. OBJECTIVE: This exploration aims to explore the professional pressure and mental health of college teachers. METHOD: Based on the expectancy theory, the professional pressure and mental health of different college teachers are investigated. The overall steps are as follows: the determination of topic, questionnaire design, questionnaire distribution and recovery, questionnaire data analysis to obtain results, as well as countermeasure analysis based on the results. RESULTS: The investigation suggests that the sores of college teachers’ work pressure load, family life pressure, interpersonal pressure, physical and mental pressure, leadership and organizational factors pressure, career development pressure, scientific research, and professional title pressure are high. From senior to elementary, the pressure of teachers increases first and then decreases. The professional development pressure of liberal arts teachers is significantly higher than that of science teachers and engineering teachers (P < 0.05). Among science and engineering teachers, the professional development pressure of science teachers is relatively high. Men have better mental health than women (P < 0.05). Unmarried teachers have the best mental health status, followed by married and finally divorced (P < 0.05). The mental health of senior and elementary teachers is significantly better than that of sub-senior teachers and intermediate teachers (P < 0.05). CONCLUSION: The investigation on professional pressure and mental health of college teachers can contribute to the related problem solving in China, as well as enrich the content of relevant fields in China.
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2

Broaded, C. Montgomery, and Chongshun Liu. "Family Background, Gender and Educational Attainment in Urban China." China Quarterly 145 (March 1996): 53–86. http://dx.doi.org/10.1017/s0305741000044131.

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Substantial gender imbalances in Chinese higher education and in the urban occupational structure are widely recognized.1 Women comprise only about one–third of students in colleges and universities, and they tend to be concentrated in particular types of institutions, such as teacher training colleges, and departments such as humanities, while men predominate in the scientific and engineering fields that have served as the primary avenues for upward occupational and political mobility. In the urban workforce, men are overrepresented in state–run factories and in positions of authority and expertise generally, while women are overrepresented in the collective sector, medium and light industry, and in the lower clerical and service sectors. These circumstances are the result of pervasive societal sorting processes which begin much earlier in life than sitting for the college entrance exams or entering the labour force, and which channel girls and boys towards different if partially overlapping futures. The research we report here on the determinants of educational attainment at the senior high school level helps to shed light on processes of gender differentiation and stratification in urban China.
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3

Mashevskyi, Oleh, and Olga Sukhobokova. "“American Talks” – Educational and Scientific Project of the Ukrainian Association for American Studies and the Faculty of History of Taras Shevchenko National University of Kyiv." American History & Politics Scientific edition, no. 8 (2019): 88–97. http://dx.doi.org/10.17721/2521-1706.2019.08.09.

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The article deals with the educational project «American Talks», implemented during 2018-2019 by the non-governmental organization Ukrainian Association for American Studies and the Department of Modern and Contemporary History of Foreign Countries of the Faculty of History, Taras Shevchenko National University of Kyiv. A series of meetings, lectures, discussions on topical issues of American history and politics, Ukrainian-American relations, the place of personality in the modern world, the formation of leaders and their role in American society are covered. Lecture-discussion «Education at American Universities» by Associate Professor Alexander Komarenko was devoted to discussing opportunities for Ukrainian youth to study at American universities, financing American university education, system of management and coordination of educational projects, correlation of local and federal educational systems. The event in the Framework event within the American Talks project, organized by the Chairman of the Board of NGOs Ukrainian Association for American Studies, Associate Professor Makar Taran, on «The USA and China in the 21st Century: Global Competition of the Superpower of the Present and the Superpower of the Future», was devoted to the most important aspects of the current relations between the two superpowers, prospects for their development and the implications of these processes for international relations. It was emphasized that the US-China relations are the most important bilateral relations of global importance and their significance for the whole world, and for Ukraine in particular, will only grow. An opportunity to become a woman in the American society as an individual, her prospects for education and professional development, and family attitudes toward women who have a successful career was addressed by an event titled «Women’s Careers in the United States: Benefits, Challenges, Opportunities» with American filmmaker, lawyer Sharon Rowven, and producer, director and screenwriter Andrea Blaugrund Nevins. In May 2019, at the Faculty of History of Taras Shevchenko National University of Kyiv, a lecture-discussion was held by a well-known American journalist, a civil servant of Ukrainian descent, ex-director of the Ukrainian Voice of America service, Adrian Karmazin. This meaningful event was attended by students, studying under the American and European Studies program, as well as alumni, teachers of History Faculty, representatives of the Ukrainian Association for American Studies, specialists in international relations and counteraction to Russian hybrid information warfare against Ukraine. Ukrainian-American Educational Dialogue – a discussion about university-based humanitarian education in Ukraine and the USA between students and teachers of the American and European Studies program at the Taras Shevchenko National University and Nazareth College (State of New York, USA), aimed at informing US colleagues about the history and current development of Ukrainian university education, sharing experience in higher education in the humanities and discussing prospects for cooperation.
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 9, No. 4." Higher Education Studies 9, no. 4 (November 29, 2019): 226. http://dx.doi.org/10.5539/hes.v9n4p226.

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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org. Reviewers for Volume 9, Number 4 Abdelaziz Mohammed, Albaha University, Saudi Arabia Alina Mag, University Lucian Blaga of Sibiu, Romania Ana Maria Carneiro, University of Campinas, Brazil Anna Liduma, University of Latvia, Latvia Antonina Lukenchuk, National Louis University, USA Arwa Aleryani, Saba University, Yemen Aynur Y&uuml;rekli, İzmir University of Economics, Turkey Bahar G&uuml;n, İzmir University of Economics, Turkey Bo Chang, Ball State University, USA Deniz Ayse Yazicioglu, Istanbul Technical University, Turkey Dibakar Sarangi, Teacher Education and State Council for Educational research and Training, India Donna.Smith, The Open University, UK Geraldine N. Hill, Elizabeth City State University, USA H&uuml;seyin Ser&ccedil;e, Sel&ccedil;uk University, Turkey Jisun Jung, University of Hong Kong, Hong Kong Kartheek R. Balapala, University Tunku Abdul Rahman, Malaysia Laith Ahmed Najam, Mosul University, Iraq Lung-Tan Lu, Fo Guang University, Taiwan Mei Jiun Wu, University of Macau, China Meric Ozgeldi, Mersin University, Turkey Najia Sabir, Indiana University Bloomington, USA Okedeyi Sakiru Abiodun, Adeniran Ogunsanya College of Education, Nigeria Prashneel Ravisan Goundar, Fiji National University, Fiji Qing Xie, Jiangnan University, China Rafizah Mohd Rawian, Universiti Utara Malaysia, Malaysia Ranjit Kaur Gurdial Singh, The Kilmore International School, Australia Sadeeqa Sadeeqa, Lahore College For Women University Lahore, Pakistan Samuel Byndom, Parkland College, USA Semiyu Adejare Aderibigbe, American University in the Emirates, UAE Suat Capuk, Adiyaman University, Faculty of Education, Turkey Teguh Budiharso, Center of Language and Culture Studies, Indonesia Tuija A. Turunen, University of Lapland, Finland Xiaojiong Ding, Shanghai Normal University, China Zahra Shahsavar, Shiraz University of Medical Sciences, Iran
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5

Angus, Lawrence B. "Masculinity and Women Teachers at Christian Brothers College." Organization Studies 14, no. 2 (March 1993): 235–60. http://dx.doi.org/10.1177/017084069301400204.

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In this paper I attempt to fill partially a gap identified by Mills (1988) who claims that, despite the emergence of a strong body of literature on organizational culture, gender has remained 'at best' a marginal theme in this literature. Draw ing upon notions of agency and structure, I report a case study of aspects of the construction of masculine subjectivities in a Catholic boys' school, and of the encounter of women teachers with its organizational culture. Such a focus is particularly revealing of the institution's gender regime. I examine gender as an aspect of background rules and hegemonic culture as they are mediated within the institutional context of the school. Finally, I consider the responses of the women to their encounter with the institution in terms of feminist possibilities for organizational reform.
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6

Yu, Xia. "College English Teachers in China: Developments, Crisis and Solutions." Humanities and Social Sciences Letters 7, no. 4 (2019): 238–45. http://dx.doi.org/10.18488/journal.73.2019.74.238.245.

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7

Mercy., HMaryVinora. "OCCUPATIONAL STRESS OF WOMEN COLLEGE TEACHERS IN MADURAI CITY." International Journal of Advanced Research 5, no. 7 (July 31, 2017): 2586–94. http://dx.doi.org/10.21474/ijar01/5001.

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8

Song, Chang. "Supervisors' paternalistic leadership influences college English teachers' teaching efficacy in China." Social Behavior and Personality: an international journal 44, no. 8 (September 15, 2016): 1315–28. http://dx.doi.org/10.2224/sbp.2016.44.8.1315.

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Using social exchange theory and the social constructivist theory of emotion, I examined the relationship between supervisors' paternalistic leadership and college English teachers' teaching efficacy in China, as well as the roles emotional creativity and professional identity played in this relationship. Participants were 674 teachers of English at 30 colleges in China. Results of factor and correlation analyses, structural equation modeling, and regression analysis revealed that supervisors' paternalistic leadership had significantly positive effects on teachers' teaching efficacy, and that teachers' professional identity had a meditating effect in the relationship between paternalistic leadership and teaching efficacy. In addition, teachers' emotional creativity positively moderated the relationship between supervisors' paternalistic leadership and teachers' teaching efficacy, and emotional creativity acted as a mediated moderator of the link between these two variables. My findings contribute to comprehension of the effect mechanism of supervisors' paternalistic leadership on teachers' teaching efficacy.
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9

Zhou, Yan, and Jinfeng Zhao. "Three Primary Tasks of the First College English Class in China." Theory and Practice in Language Studies 6, no. 11 (November 1, 2016): 2186. http://dx.doi.org/10.17507/tpls.0611.16.

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College English is a compulsory course for college students in China, which has a far-reaching influence on students’ further study and job development. How to conduct the first class of college English well is a tough task for college English teachers. For the success of the first class of college English, teachers should stimulate students’ learning motivation, introduce the characteristics and requirements of college English and raise students’ awareness of learning strategy and learner autonomy.
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10

Gao, Lianli. "COLLEGE ENGLISH CURRICULUM REQUIREMENTS IN CHINA: EXPECTATIONS AND RESPONSES." Problems of Education in the 21st Century 51, no. 1 (March 15, 2013): 47–62. http://dx.doi.org/10.33225/pec/13.51.47.

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The purpose of the research reported here was firstly to examine the expectations placed on university teachers of English in China in relation to curriculum changes as evidenced in the College English Curriculum Requirements (For Trial Implementation, 2004), designed for non-English majors (hereafter CECR 2004). It further reports on a study of responses to these changes on the part of teachers, administrators and policy-makers as revealed in interviews. The study adopts a mixed method of inquiry to deal with how teachers made sense of multiple realities and constructed complicated interactions between CECR and themselves. Additionally, some aspects of the work of Bourdieu and Bernstein are taken to analyse and interpret the issues. The findings show that CECR gives the impression of being forward-looking, making reference to contemporary English language teaching (ELT) concepts. This leaves a great deal of freedom for individual universities to flesh out the details and adapt the content to their own contexts. However, teachers feel either frustrated with the lack of real change in the syllabus or threatened by new challenges such as the emphasis on speaking and listening for which they believe they have not been adequately prepared. Key words: College English Curriculum Requirements, tertiary English teaching.
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11

Guan, Lina. "A Study of Self-development of EFL Teachers in the Universities of Sichuan Province in China." Theory and Practice in Language Studies 8, no. 7 (July 1, 2018): 766. http://dx.doi.org/10.17507/tpls.0807.07.

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The quality of foreign language college English teachers will affect the quality of college English teaching. This article investigated 80 college foreign language teachers of SiChuan Province and writer found college English teachers had great pressures. They were eager to get the in-service training and they should be taught how to have self-development. Teachers should co-operate each other and break the isolation among them.
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12

Li, Wenmin. "College English Teachers' “Content-Based” Professional Development in China." Communications 3, no. 5 (2015): 146. http://dx.doi.org/10.11648/j.com.20150305.20.

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13

Zhou, Yan, and Yi Ding. "The Project of “Chinese Culture Going Global” and Its Implications for College English Teaching in China." Theory and Practice in Language Studies 10, no. 10 (October 1, 2020): 1273. http://dx.doi.org/10.17507/tpls.1010.13.

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With the rapid development of China, the project of “Chinese culture going global” came into being in order to make people from other countries have a better understanding of China. However, both college English teachers and students in China suffer from “Chinese cultural aphasia”, and the majority of them are incapable of introducing Chinese culture to foreign friends due to the insufficient attention to Chinese culture teaching, the lack of Chinese cultural knowledge in most college English textbooks, college teachers’ shortage of Chinese cultural knowledge and the strong influence of the western culture on college students, etc. The project of “Chinese culture going global” has three implications for college English teaching: enhancing Chinese cultural consciousness and confidence of college teachers and students in China, enlarging English vocabulary concerning Chinese culture and enriching college students’ Chinese cultural knowledge; and improving Chinese college students' intercultural communication competence.
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14

KIM, YONG-KI, and Xiao-Jing Dong. "The Research on job burnout of college English teachers in China." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 4 (February 29, 2020): 51–72. http://dx.doi.org/10.22251/jlcci.2020.20.4.51.

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15

Shi, Guang. "Attitudes towards Error Correction, Corrective Moves and Their Effects in College English Classrooms in China." International Journal for Innovation Education and Research 5, no. 2 (February 28, 2017): 32–39. http://dx.doi.org/10.31686/ijier.vol5.iss2.498.

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This study explored the relationships among teachers’ and students’ attitudes toward error correction, teachers’ actual corrective moves and their effects in college English classrooms in China. The major findings are as follows. Firstly, comparatively speaking, teachers are more negative toward errors and error correction than students. Secondly, Teachers and students have different views of how errors should be corrected. Finally, negotiation of form, favored by both teachers and students, has the best effects among all error correction types; explicit correction, welcomed by students but disliked by teachers, is less effective than negotiation of form but more effective than recast, which is favored by teachers but distasted by students.
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16

Yuhan, Long. "Historical Evolution of Pre-service Training of Primary School Teachers in China since the Founding of the People's Republic of China 70 Years ago." IRA International Journal of Education and Multidisciplinary Studies 15, no. 4 (August 30, 2019): 110. http://dx.doi.org/10.21013/jems.v15.n4.p1.

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<p>The main task of developing primary education is to improve the quality of primary school teachers and ensure the quality of primary school teachers. With the continuous development and change of society, so far, primary school teacher education in our country has experienced the stage of the training-oriented secondary normal school; the stage of transformation from secondary normal school to higher normal college and undergraduate course; and the stage of coexistence of higher normal college, undergraduate and master training. Satisfactory progress has been made.</p>
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17

Ziyun, Li, Saipolbarin Ramli, Suo Yan Mei, Mohammad Taufiq Abdul Ghani, and Nazri Atoh. "READING SKILLS LEARNING PROBLEMS AMONG STUDENTS OF ARABIC COLLEGE TONGXIN NINGXIA CHINA." International Journal of Humanities, Philosophy and Language 3, no. 11 (September 10, 2020): 01–09. http://dx.doi.org/10.35631/ijhpl.311001.

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Reading skill proficiency is a pre-requisite for language teaching and learning (T&L) activities that students need to master. This is because by mastering the reading skill, one can understand the content of the reading text and enrich their vocabulary. However, the data showed that the students at Tongxin Arabic College of Ningxia in China were still facing the challenge to master the reading skill. This situation indirectly poses a barrier to achieving the objectives of T&L activities. Therefore, this study was conducted to obtain data related to the problems faced by students in mastering the reading skill in Arabic language T&L activities at Tongxin Arabic College. The instruments used in this study were questionnaires, observations, and interviews. The simple random sampling method used in this study involved 56 female students, 44 male students, 3 male teachers, and 9 female teachers. The data obtained were analysed using SPSS software. It was found from the findings of the study that there were five factors that had influenced the reading skill proficiency among students, namely physiological factors, self-motivation, effort, implementation strategies, and lack of vocabulary size. Apart from that, there were other additional factors that also influenced students' reading skill proficiency, which included poor grammar, passive engagement in the classroom, lack of exercise, lack of educational resources, and rewards for teachers. This study also proposes a number of appropriate measures to address this problem from the students’ aspects and the teachers’ aspects. From the students’ aspects, it is proposed that the reading resources are diversified such as the use of the electronic medium as an alternative reading medium. Whereas from the teachers’ aspects, it is proposed that the methodologies used in T&L activities are strengthened. It is hoped that this study will improve the level of reading skill proficiency among students in Tongxin Arabic.
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He, Yong-Ming, Yu-Long Pei, Bin Ran, Jia Kang, and Yu-Ting Song. "Analysis on the Higher Education Sustainability in China Based on the Comparison between Universities in China and America." Sustainability 12, no. 2 (January 12, 2020): 573. http://dx.doi.org/10.3390/su12020573.

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To find and solve the problems existing in the development of higher education in China, the input–output, scale of higher education, students’ tuition and teachers’ income of Chinese and American universities are compared. The results show that the investment in top universities in China is similar to that in the United States, but the average student budget is much less, and the output is not comparable to that of American universities. The scale of higher education is much larger than that of the United States, and the growth rate is far more than demand. College tuition should be increased, with the absolute tuition only 5.93% of income, and relative tuition is 20.21% of that in the United States. College teachers are underpaid, earning only approximately 20% of what their peers earn in the United States. Therefore, for higher education sustainability, the paper puts forward the development direction of higher education in China, which is to control the expansion scale of colleges and universities, and to increase students’ tuition and teachers’ salary.
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19

Kang, Zhifeng, and Ying Shi. "The construction of a Practice-Teaching-Research (PTR) model for the accomplishments of college interpreting teachers in China." APTIF 9 - Reality vs. Illusion 66, no. 4-5 (July 1, 2020): 604–18. http://dx.doi.org/10.1075/babel.00173.kan.

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Abstract This article focuses on the issues of unclear self-positioning, vague objectives and unbalanced factors among the interpreting practice (IP), interpreting teaching (IT) and interpreting research (IR) of interpreting teachers in Chinese colleges. Based on the research thread of diachronic and synchronic development in the accomplishments of college interpreting teachers’ in China, and the approach to analysing the three dimensions of practice, teaching and research, this study investigates interpreting teachers at five universities in Shanghai. Based on the investigation in Shanghai, this study puts forward a Practice-Teaching-Research (PTR) model as a three-in-one approach to cultivating comprehensive interpreting teachers’ positioning and strategies in the transition period. It constructs Overall Interpreting (OI) = Interpreting Practice (IP) + Interpreting Teaching (IT) + Interpreting Research (IR), OI=IP+IT+IR as the formula, which is the realization of constructing a PTR model as a three-in-one approach for college interpreting teachers in China. This study has a certain guiding significance in the new era for setting up college interpreting teacher teams and improving their accomplishments in China.
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20

Kamala H, Kamala H., and Dr K. Jayashankar Reddy. "A Comparision of Happiness Among Men and Women College Teachers in Bengaluru." Indian Journal of Applied Research 3, no. 4 (October 1, 2011): 113–14. http://dx.doi.org/10.15373/2249555x/apr2013/35.

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21

Gu, Yinghua. "Enhancement of College English Teachers’ Information Literacy in Information Environment." International Education Studies 13, no. 4 (March 22, 2020): 106. http://dx.doi.org/10.5539/ies.v13n4p106.

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The 21st century is an era of knowledge and information. Modern science and technology based on information technology has inspired profound changes in the world, including college education. Information literacy is an intrinsic element that often plays an important role in teaching and school management. In the information age, how to improve college teachers&rsquo; information literacy has become a major issue in the development of college education. This paper focuses on the study of college English teachers&rsquo; information literacy. It first studies the basic connotation of information literacy of college teachers which covers information awareness, information knowledge, and information ability. Then this paper takes college English teachers in North China Electric Power University as the research object, and adopts questionnaire survey and literature research to analyze the current situation of the information literacy of college English teachers. Based on the analysis of the basic connotation of teachers&rsquo; information literacy, and the current situation of college English teachers&rsquo; information literacy, this paper puts forward three strategies for improving college English teachers&rsquo; information literacy: enhancing college English teachers&rsquo; self-development consciousness, making use of group dynamics, and perfecting modern information technology training system.
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22

Li, Xinying, and Marilyn Fernandez Deocampo. "An Empirical Evaluation of Two College English Textbooks in China Based on the China Standards English Framework." Arab World English Journal 12, no. 3 (September 15, 2021): 323–37. http://dx.doi.org/10.24093/awej/vol12no3.22.

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It is generally known that textbook is the first and the most vital tool for teachers to proceed with successful English language teaching activities. Hence, it is indispensable for all language teachers to evaluate books critically and choose a suitable textbook. This article aimed to explore the different features of two famous college English textbooks utilized in the researcher’s school of Wenshan University, Yunnan, China, in alignment with the China Standards English framework, and whether the two books satisfied local students’ needs and proficiency. It is hoped to provide an empirical example of textbook evaluation from a Chinese context and inspire local teachers to make possible improvements during evaluating and selecting a textbook. To achieve the objective, a checklist aligned with the framework and a questionnaire was utilized for the collection of comparable data. Moreover, content analysis and percentage were used during the analysis of the two textbooks and students’ perception about the textbooks, respectively. Results of the evaluation indicated that the two books are not aligned with the China Standards English framework suggested levels. Both textbook levels tend to be lower than the framework demanded levels, namely level five and six. Students also implied that the textbooks are accessible and seem not to help their language skills improvement. The recommendation is that these textbooks need to be adapted and modified for the English educational practices to suit local students’ needs and English proficiency to achieve the China Standards English suggested levels.
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Song, Jie, and Lin Bai. "A Study of Chinese Culture Aphasia in College English Teaching in China." Journal of Language Teaching and Research 9, no. 2 (March 1, 2018): 309. http://dx.doi.org/10.17507/jltr.0902.12.

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The relationship between language and culture make culture teaching enter into FLE that cultural understanding of the target language is indispensable. But much emphasis on western culture led to Chinese culture aphasia among Chinese English learners. Consequently, an investigation is conducted in this paper to check whether the phenomenon exists; and if so, to test the extent, reasons and feasible solutions of students’ aphasia of Chinese culture. The results demonstrate the tested college students master the Chinese culture well, but have difficulties in translating them into English and some college English teachers are not proficient in translating sentences containing Chinese culture into English. Chinese Culture Aphasia is due mainly to lacking of Chinese culture in college English teaching class. Based on analyzing results of the investigation and summarizing scholars’ teaching strategies, the author claims the incorporation of Chinese culture into college English teaching adhering to certain principles, effective teaching strategies including preparing reasonable syllabus and improving teachers’ comprehensive qualities.
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Zhang, Jie, Dwight A. Hennessy, Jing Luo, Yaping Song, Kailin Ren, Qian Zhang, Zhifang Han, and Ping Yao. "Are Women in China Sexist toward Other Women? a Study of Chinese College Students." Psychological Reports 105, no. 1 (August 2009): 267–74. http://dx.doi.org/10.2466/pr0.105.1.267-274.

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This study assessed the extent to which social sexism affects Chinese women's perception and evaluation of other women's performance. A sample of 100 college women was selected in a top university in Beijing, China, and was asked to read six scholastic essays and then evaluate the quality of the essays and competence of the authors. Male and female names were randomly assigned as authors of the essays, and the respondents were blind to the arrangement. Results showed that the essays assumed to be written by male authors did not receive higher scores than those assumed to be written by female authors on quality or competence items. Sexism is not marked among these highly educated young women.
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25

Lyu, Ruifeng. "Research on Pedagogical Content Knowledge (PCK): Teachers’ Views on Language." English Language Teaching and Linguistics Studies 3, no. 2 (May 4, 2021): p21. http://dx.doi.org/10.22158/eltls.v3n2p21.

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This research aimed to investigate the views on language shown in the practices of six Chinese in-service teachers teaching College English at two universities in the south of China by using a qualitative multiple case study approach. These views on language were used to understand the characteristics of the participant teachers’ Pedagogical Content Knowledge (PCK) so as to make suggestions for in-service College English teacher education and development in mainland China. The study included three rounds of data collection (pre-, in-, and post-class teaching observation), and the college English classroom teaching content analysis approach was applied in the data analysis across the cases. Teachers’ views on language include structural, functional, and interactional views. In this study, most participant teachers showed interactional views on language. Another interesting point in the data was that different views on language could be held by a single teacher in one class. This is not really surprising because teachers’ views on language are reflected in their classroom pedagogical tasks.
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Chang, Shanshan. "Preliminary Investigation of the Interest Education of Retired college Teachers under Lifelong Education." Journal of Educational Theory and Management 1, no. 1 (October 16, 2017): 24. http://dx.doi.org/10.26549/jetm.v1i1.570.

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China has a large base of aging population, and its speed entering the aging society and the growth rate are higher than the average level of the world; however, China's awareness and actions against the population aging are relatively backward. Aging education is an important part of lifelong education; more importantly, it is an important manifestation of education to deal with the aging society. The interest education of retired college teachers is an important component of the aging education and lifelong education; laying a solid foundation for the interest education of retired college teachers would make great contributions to China's aging education. Helping the retired college teachers to realize second advancement and promotion of their enterprises, as well as realizing self-values via the guiding method of interest education is an essential way under the scientific outlook on development. The realization of the interest education of retired college teachers lies in three steps; i.e. intensify college teachers' acknowledgement of the interest education, build and perfect the interest education institutions for the college teachers, as well as conducting the interest education of the retired college teachers.
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Sharma, Shaveta, and Ravinder Kaur. "A Comparative Study of Psycho-social Problems of School and College Women Teachers." Educational Quest- An International Journal of Education and Applied Social Sciences 8, no. 1 (2017): 183. http://dx.doi.org/10.5958/2230-7311.2017.00027.7.

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28

Erdreich, Lauren. "Sacralized citizenship: women making known selves in an Islamic teachers’ college in Israel." International Journal of Qualitative Studies in Education 28, no. 4 (May 22, 2014): 415–36. http://dx.doi.org/10.1080/09518398.2014.916001.

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29

Ferreira Junior, Amarilio, and Marisa Bittar. "Krupskaya nos arquivos do National Union of Women Teachers." Revista HISTEDBR On-line 21 (August 2, 2021): e021036. http://dx.doi.org/10.20396/rho.v21i00.8660769.

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Este artigo tem o objetivo de apresentar ao público brasileiro o texto inédito de N. Krupskaya A word on class Education, que encontramos no Institute of Education da University College London (UCL) em março de 2019. Essa descoberta ocorreu durante uma pesquisa que realizávamos sobre a educação soviética em três arquivos específicos: Brian Simon Collection; Soviet Education (1959-1991) e Acervo do NUWT. Ao fazermos o levantamento de fontes primárias, descobrimos no arquivo do NUWT o texto escrito pela educadora russa em 1926. Sendo assim, neste artigo recompusemos as circunstâncias históricas que explicam a sua guarda pelo arquivo do NUWT; em seguida, tratamos da educação soviética na década de 1920 e, finalmente, analisamos o conteúdo do texto de Krupskaya, o qual traduzimos do inglês para o português e o apresentamos na íntegra como anexo para que possa ser consultado por outros pesquisadores.
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Wang, Weiwei. "Inheritance of Folk Art in College Art Design Education." E3S Web of Conferences 253 (2021): 02072. http://dx.doi.org/10.1051/e3sconf/202125302072.

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Nowadays, art design majors are offered in all art colleges and universities in China, but the students and teachers of this major often do not have a deep understanding of art design, which hinders the folk art inheritance of Chinese art design students. This paper explains folk art and art design, analyzes its characteristics, puts forward the problems of folk art inheritance in China, and puts forward the effective path of art design into folk art.
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Liu, Yan-Ping, Lei Sun, Xiao-Fen Wu, Yi Yang, Cun-Tai Zhang, Hong-Lian Zhou, and Xiao-Qing Quan. "Use of humour in medical education: a survey of students and teachers at a medical school in China." BMJ Open 7, no. 11 (November 2017): e018853. http://dx.doi.org/10.1136/bmjopen-2017-018853.

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ObjectiveHumour is a powerful resource in medical education. The purpose of this study is to investigate what students and teachers think about the use of humour. What challenges do teachers face in using humour and how they address them are also the subject of the present study.DesignSeparate cross-sectional questionnaire surveys.SettingTongji Medical College and Tongji Hospital in China.Participants327 students at Tongji Medical College and 165 physician teachers at Tongji Hospital in China.Main outcome measuresThe primary study outcome was assessed by proportion.Results87% of student and teacher respondents agreed with using humour in the didactic setting. They felt humour fostered a positive didactic atmosphere. Interesting clinical case was the most frequently used humour type by teachers and considered the most effective by students. Lack of humorous materials related to the lecture subject was the main challenge to humour use cited by teachers. Collecting humorous materials in teacher’s daily work and life, observing teachers with a reputation for successfully using humour, and efficiently using the internet-enhanced humour use ability.ConclusionThe present study confirms that most medical students and physician teachers support the use of humour in medical didactics, with particular strategies aiding its use and positive impact.
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He, Wenjuan. "Reflections on the Professional Development of College English Teachers under the Internet Hybrid Model." Journal of Contemporary Educational Research 4, no. 2 (February 19, 2020): 86–89. http://dx.doi.org/10.26689/jcer.v4i2.1028.

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The development of network technology has brought huge changes to all people and industries. In the field of education and professional development of teachers, the application of network technology and the Internet has also created a new opportunity for education at all stages in China. In the reform of education, the related concepts and teaching applications of the Internet hybrid model have gradually begun to be incorporated into college teaching. This article explores the status quo and problems of professional development of college English teachers under the Internet hybrid model, and puts forward suggestions for the professional development of college English teachers under the Internet hybrid model which can be used as reference for the professional development and growth of English teachers.
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Luo, Jing, and Mark Garner. "The Challenges and Opportunities for English Teachers in Teaching ESP in China." Journal of Language Teaching and Research 8, no. 1 (January 1, 2017): 81. http://dx.doi.org/10.17507/jltr.0801.10.

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In recent years, English for Specific Purposes has been widely adopted in College English courses, which presents a great challenge for all English teachers. With particular characteristics, ESP calls for the interdisciplinary knowledge to meet the needs of learners. Accordingly, teachers’ role changes dramatically from the traditional language lecturer to multiple roles especially as a cooperator with content teachers. Cooperation with content teachers is a complex process which involves what and how to cooperate. By analyzing the previous researches and different specialisms of English teachers and content teachers, English teachers will not strive to learn as much content knowledge as possible but find their own and unique status in teaching with their linguistic knowledge. In this way a successful teaching of ESP can be achieved. Along with the challenges, ESP also provides a platform to conduct the communicative approach in class. With the equal status and the common ground built in ESP class, communicative teaching will be more effective.
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34

Widmer, Ellen, and Dorothy Ko. "Teachers of the Inner Chambers: Women and Culture in Seventeenth-Century China." American Historical Review 101, no. 3 (June 1996): 892. http://dx.doi.org/10.2307/2169541.

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Dennerline, Jerry, and Dorothy Ko. "Teachers of The Inner Chambers: Women and Culture in Seventeenth-Century China." Harvard Journal of Asiatic Studies 57, no. 1 (June 1997): 220. http://dx.doi.org/10.2307/2719367.

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Brokaw, Cynthia, and Dorothy Ko. "Teachers of the Inner Chambers: Women and Culture in Seventeenth-Century China." Chinese Literature: Essays, Articles, Reviews (CLEAR) 18 (December 1996): 187. http://dx.doi.org/10.2307/495632.

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Zhen, Yuan, and Dorothy Ko. "Teachers of the Inner Chambers: Women and Culture in Seventeenth-Century China." History of Education Quarterly 37, no. 3 (1997): 323. http://dx.doi.org/10.2307/369456.

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Ko, Dorothy, and Romeyn Taylor. "Teachers of the Inner Chambers: Women and Culture in Seventeenth-Century China." History: Reviews of New Books 24, no. 1 (July 1995): 41–42. http://dx.doi.org/10.1080/03612759.1995.9949213.

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39

Bing, Wang. "The College English Teaching Reform Based on MOOC." English Language Teaching 10, no. 2 (January 4, 2017): 19. http://dx.doi.org/10.5539/elt.v10n2p19.

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Nowadays the College English course in China is in the deep blue sea which arouses the deep concerns from all walks of life in the society including the students, teaching experts and the English teachers. Based on the MOOC appearing three years ago, the College English class can be more diverse and beneficial by the means of providing the students with the teaching videos, having the opportunities to discuss the problems with teachers and other students before the class, and finishing the tasks assigned cooperatively with others to further their learning. The College English Reform based on MOOC can be perfected through solving some practical problems that need exploring in the future.
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40

Qiao, Xiang, and Yun A'rong. "On Understanding the Movement to Send College Graduates as Volunteer Teachers to Western China." Chinese Education & Society 41, no. 4 (July 2008): 23–46. http://dx.doi.org/10.2753/ced1061-1932410402.

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Cao, Min. "The Impact of MOOCs on College English Reform in Mainland China." Journal of Language Teaching and Research 8, no. 3 (May 2, 2017): 571. http://dx.doi.org/10.17507/jltr.0803.16.

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Massive Open Online Courses (MOOCs) are internationally accepted as a popular online learning, its introduction into Mainland China provides an opportunity for College English education reform, which is on progress since 2007. This article attempts to draw a picture of College English teaching reform under the influence of MOOCs by adopting documentary research method through analyzing all the essays about College English teaching under the wave of MOOCs in CNKI (China National Knowledge Infrastructure) according to their research contents. The data collected shows that theoretically College English teaching could be reformed by taking the form of MOOCs in the courses of English for general purposes (EGP), English for general education (EGE), and English for specific purposes (ESP). It seems that during the reform teaching models and student-teacher relationship are altered by the MOOCs environment. Additionally, College English courses on several MOOCs platforms are analyzed, they further prove the practical College English courses done on MOOCs platforms. This paper seems to throw light on a general overview of College English teaching in Mainland China for English teachers and researchers and propose further improvement for college English teaching reform.
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D'Amico, Diana. "“An Old Order Is Passing”: The Rise of Applied Learning in University-Based Teacher Education during the Great Depression." History of Education Quarterly 55, no. 3 (August 2015): 319–45. http://dx.doi.org/10.1111/hoeq.12124.

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From the late nineteenth century through the first decades of the twentieth century, New York City housed two contrasting models of professional education for teachers. In 1870, the Normal College of the City of New York opened in rented quarters. Founded to prepare women to teach in the city's public schools, in just ten weeks the tuition-free, all-female college “filled to overflowing” with about 1,100 enrolled students. Based upon a four-year high school course approved by the city's Board of Education, the “chief purpose” of the college was to “encourage young women… to engage in the work of teaching in elementary and secondary schools.” Vocationally oriented and focused on practical skills, the Normal College stood in contrast to the School of Pedagogy at New York University and Teachers College, Columbia University founded in 1890 and 1898, respectively. The Normal College's neighbors situated their work within the academic traditions of the university. According to a School of Pedagogy Bulletin from 1912, faculty sought to,meet the needs of students of superior academic training and of teachers of experience who are prepared to study educational problems in their more scientific aspects and their broader relations.
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Tomotake, Masahito, Takashi Harada, Yasuhito Ishimoto, Tetsuya Tanioka, and Tetsuro Ohmori. "Temperament, Character, and Eating Attitudes in Japanese College Women." Psychological Reports 92, no. 3_suppl (June 2003): 1162–68. http://dx.doi.org/10.2466/pr0.2003.92.3c.1162.

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The present study investigated associations between dimensions of personality characteristics and eating attitudes in Japanese college women. 91 college women with a mean age of 20.7 yr. ( SD ! 2.3 yr.), attending a School of Nursing or a School for Kindergarten Teachers, voluntarily responded to the Japanese version of the Temperament and Character Inventory and the Eating Attitudes Test. A significant positive correlation was found between the scores on the Temperament and Character Inventory subscale of Harm Avoidance and the Eating Attitudes Test total scores (Spearman ρ = .24, p ! .02) and the scores on the Eating Attitudes Test subscale of Food Preoccupation (Spearman ρ = .33, p ! .002). The scores on the Temperament and Character Inventory subscale of Self-directedness showed significant negative correlations with the Eating Attitudes Test total scores (Spearman ρ = –.35, p ! .001) and the scores on the Eating Attitudes Test subscales of Dieting (Spearman ρ = –.29, p ! .005) and Food Preoccupation (Spearman ρ = –.43, p = .0001). The present results suggest that Japanese college women who score high on Harm Avoidance and low on Self-directedness may be more likely to develop inappropriate eating attitudes.
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Liu, Ying, Xin Liu, and Yibei Zhang. "A Pragmatic Study on Teachers’ Feedback in EFL Classroom in China." English Language Teaching 14, no. 5 (April 29, 2021): 109. http://dx.doi.org/10.5539/elt.v14n5p109.

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EFL classroom teaching in China, no matter whether it is traditional one or a flipped one, is a dynamic communicative process by using English with the aim of learning it. The interactive discourse between the teacher and the student has its own pragmatic functions, especially the feedback given by the teachers which may influence the teaching and learning efficiency. In order to provide appropriate investigation resources, a corpus of 128,223 words with 36.65 hour-2199 minute real audiovisual college EFL classroom teaching transcripts is built. Taking the data of the resources as supporting evidence, this paper analyzes the pragmatic functions of EFL classroom feedback discourse, and proposes certain pragmatic strategies of increasing interactivity, which has certain pedagogical implications for EFL classroom teaching.&nbsp;
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Hang, Lanlv, and Ming-Tsung Chen. "Construction of College Teachers’ emotional labor strategy model based on emotional intelligence theory." E3S Web of Conferences 228 (2021): 01001. http://dx.doi.org/10.1051/e3sconf/202122801001.

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In China, colleges and universities bear the important responsibility of cultivating high-quality talents. The quality, ability and work performance of university teachers are more and more concerned by the whole society, including colleges and universities. Emotional labor of college teachers refers to the process in which teachers control and express their emotions according to the requirements of the school. Emotional intelligence is related to emotional labor, and emotional labor strategy is the means to optimize the emotional labor process. College Teachers’ emotional labor strategies include five basic strategies: self-awareness, selfregulation, self motivation, empathy, and social skills. It can stimulate college teachers’ real emotions and deep acting behaviors, help to avoid job burnout and enhance their sense of professional identity and happiness. From the perspective of emotional labor, it is of great significance to study the working state of young teachers and put forward the strategies to improve their working enthusiasm, whether it is of great significance to the career development of young teachers, the improvement of teaching and scientific research quality and the cultivation of talents.
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Zhou, Ye, and Li Zou. "Cultivation of Translation Competence — A Study on Translation Teaching in College English Teaching in Leshan Normal University, Sichuan, China." Journal of Language Teaching and Research 8, no. 4 (July 1, 2017): 756. http://dx.doi.org/10.17507/jltr.0804.15.

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The paper probes into the translation competence of non-English majors in college English study, based on a study carried out in Leshan Normal University in terms of translation teaching in college English teaching. Questionnaires on EFL teachers and students as well as data analysis are implemented with an aim to find out the current problems of translation teaching in college English and non-English majors’ translation competence. Based on the problems, the author draws the conclusions and raises some suggestions, trying to help non-English majors to improve their translation competence and also to help EFL teachers to perfect their teaching approaches in translation teaching. The paper’s findings are supposed to not only apply to Leshan Normal University but also apply to other colleges and universities in China.
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Li, Haojie. "On College English Teaching in China from the Perspective of MP in Generative Grammar Theory." Journal of Language Teaching and Research 7, no. 4 (July 1, 2016): 724. http://dx.doi.org/10.17507/jltr.0704.12.

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This paper discusses how the theory of MP in generative grammar can be used in College English teaching in China. The author holds that a brand-new teaching paradigm- autonomous English learning-will be built if certain theories and principles of Minimalist Program (MP) are used in China’s college classroom teaching. College teachers of English apply theories of lexicon, derivation by phase under the framework of MP in generative grammar and organization strategies into their English teaching and learning appropriately and college students will renew their English learning ideas, their learning interest will be stimulated and their enthusiasm and initiative in active English learning will be enhanced.
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Bing, Zou, and Zeng Zhen. "On the Application of Laws to the Dismissal of Chinese College Teachers." International Journal of Social Science Studies 3, no. 2 (February 10, 2015): 41. http://dx.doi.org/10.11114/ijsss.v3i2.671.

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Currently, with its reasonability in applicable law basis, the dismissal of Chinese college students cannot be universally put into Labor Contract Law of the People’s Republic of China. However, relevant laws and the effect relationship among them should be clarified. In the practical application process, some problems may arise in the application of these relevant laws. Accordingly, the professor committee should be introduced and enhanced in its role when dismissing teachers and different reasons for dismissal should be considered to make different dismissal decisions.
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Tao, Yuan, and Zhanhao Jiang. "An Investigation Into Career Development Contexts of University Russian Language Teachers in China (1949-2019) From the Perspective of Ecological Theory." Chinese Journal of Applied Linguistics 44, no. 2 (June 1, 2021): 166–86. http://dx.doi.org/10.1515/cjal-2021-0010.

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Abstract Although much research has been conducted on the interactions between the career development of foreign language teachers and their contexts around the world, a literature review reveals that there exists scanty research on the relationship between university Russian language teachers’ career development and their contexts in China since 1949. Based on relevant studies on the career development of foreign language teachers and the ecological theory, this paper involves research on the impact that different ecological systems (micro-, meso-, macro- and exo-ones) have played in the career development of Russian language teachers in China. Participants are 10 Chinese Russian teachers of different ages from different universities in different parts of China. Via literature review, narration methods and semi-structured (in-depth) interviews with the help of NVivo, this research finds that Russian language teachers ’ career development results from multi-faceted interactions of the following contexts: ideology, Russian language educational policies and personal factors as well as college contexts. This paper concludes with some suggestions for improving Russian language teachers’ career development in China.
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Yu, Aiqin. "A Study of University Teachers’ Enactment of Curriculum Reform in China." International Education Studies 8, no. 11 (October 28, 2015): 113. http://dx.doi.org/10.5539/ies.v8n11p113.

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<p class="apa">This article documents an ongoing study of educational policy enactment in a Chinese university. Drawing upon data collected through document analysis, semi-structured interviews and classroom observations, this paper argues that the enactment of China’s systemic College English curriculum reform is not a matter of simple implementation but the result of a more complex process which may change the original reform intention. It suggests that the enactment of centralised reform is mediated through an interplay of forces and challenges and that the major impetus for how teachers make sense of and enact reform relates more to the strength of their current values and practices and students’ feedback, rather than the power of external initiatives. Without localised management, curriculum reform itself is, therefore, insufficient to ensure change in practice.</p>
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