Introduction: Chinese and German perspectives on quality in teacher education: An introduction

Research output: Contributions to collected editions/worksChapterpeer-review

Standard

Introduction: Chinese and German perspectives on quality in teacher education: An introduction. / Lee, John Chi Kin; Ehmke, Timo.
Quality in Teacher Education and Professional Development: Chinese and German Perspectives. ed. / John Chi-Kin Lee; Timo Ehmke. Taylor and Francis Inc., 2021. p. 1-12.

Research output: Contributions to collected editions/worksChapterpeer-review

Harvard

Lee, JCK & Ehmke, T 2021, Introduction: Chinese and German perspectives on quality in teacher education: An introduction. in JC-K Lee & T Ehmke (eds), Quality in Teacher Education and Professional Development: Chinese and German Perspectives. Taylor and Francis Inc., pp. 1-12. https://doi.org/10.4324/9781003197973-1

APA

Lee, J. C. K., & Ehmke, T. (2021). Introduction: Chinese and German perspectives on quality in teacher education: An introduction. In J. C.-K. Lee, & T. Ehmke (Eds.), Quality in Teacher Education and Professional Development: Chinese and German Perspectives (pp. 1-12). Taylor and Francis Inc.. https://doi.org/10.4324/9781003197973-1

Vancouver

Lee JCK, Ehmke T. Introduction: Chinese and German perspectives on quality in teacher education: An introduction. In Lee JCK, Ehmke T, editors, Quality in Teacher Education and Professional Development: Chinese and German Perspectives. Taylor and Francis Inc. 2021. p. 1-12 doi: 10.4324/9781003197973-1

Bibtex

@inbook{36585260eed242eb816667ac90da8770,
title = "Introduction: Chinese and German perspectives on quality in teacher education: An introduction",
abstract = "This chapter describes the rationale of making some comparison between Chinese and German perspectives of quality in teacher education. In Germany states, there are their own school curriculum and teacher education curriculum content- and standard-based frameworks as Lehrplane with the underpinnings of Didaktik and Bildung theories. In Mainland China, the school and teacher education curricula tend to be relatively more centralized. While two countries have diverse socio-historical contexts, they seem to adopt similarly a humanistic approach to education. This book discusses quality related issues in teacher education regarding the areas of STEM education, ICT and e-learning, university-school partnership, technical and vocational education and teaching Chinese/German as a second language.",
keywords = "Educational science",
author = "Lee, {John Chi Kin} and Timo Ehmke",
year = "2021",
month = sep,
day = "28",
doi = "10.4324/9781003197973-1",
language = "English",
isbn = "9780367469375",
pages = "1--12",
editor = "Lee, {John Chi-Kin} and Timo Ehmke",
booktitle = "Quality in Teacher Education and Professional Development",
publisher = "Taylor and Francis Inc.",
address = "United States",

}

RIS

TY - CHAP

T1 - Introduction

T2 - Chinese and German perspectives on quality in teacher education: An introduction

AU - Lee, John Chi Kin

AU - Ehmke, Timo

PY - 2021/9/28

Y1 - 2021/9/28

N2 - This chapter describes the rationale of making some comparison between Chinese and German perspectives of quality in teacher education. In Germany states, there are their own school curriculum and teacher education curriculum content- and standard-based frameworks as Lehrplane with the underpinnings of Didaktik and Bildung theories. In Mainland China, the school and teacher education curricula tend to be relatively more centralized. While two countries have diverse socio-historical contexts, they seem to adopt similarly a humanistic approach to education. This book discusses quality related issues in teacher education regarding the areas of STEM education, ICT and e-learning, university-school partnership, technical and vocational education and teaching Chinese/German as a second language.

AB - This chapter describes the rationale of making some comparison between Chinese and German perspectives of quality in teacher education. In Germany states, there are their own school curriculum and teacher education curriculum content- and standard-based frameworks as Lehrplane with the underpinnings of Didaktik and Bildung theories. In Mainland China, the school and teacher education curricula tend to be relatively more centralized. While two countries have diverse socio-historical contexts, they seem to adopt similarly a humanistic approach to education. This book discusses quality related issues in teacher education regarding the areas of STEM education, ICT and e-learning, university-school partnership, technical and vocational education and teaching Chinese/German as a second language.

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=85120389862&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/c811b42c-1052-3dce-823a-25168acf01a4/

U2 - 10.4324/9781003197973-1

DO - 10.4324/9781003197973-1

M3 - Chapter

AN - SCOPUS:85120389862

SN - 9780367469375

SN - 978-1-032-05530-5

SP - 1

EP - 12

BT - Quality in Teacher Education and Professional Development

A2 - Lee, John Chi-Kin

A2 - Ehmke, Timo

PB - Taylor and Francis Inc.

ER -

DOI