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WANG Qiang. Comparative Studies of China and US Teacher Recognition Systems[J]. Journal of East China Normal University (Educational Sciences), 2015, 33(4): 41-48. doi: 10.16382/j.cnki.1000-5560.2015.04.007
Citation:
WANG Qiang. Comparative Studies of China and US Teacher Recognition Systems[J]. Journal of East China Normal University (Educational Sciences), 2015, 33(4): 41-48. doi: 10.16382/j.cnki.1000-5560.2015.04.007
WANG Qiang. Comparative Studies of China and US Teacher Recognition Systems[J]. Journal of East China Normal University (Educational Sciences), 2015, 33(4): 41-48. doi: 10.16382/j.cnki.1000-5560.2015.04.007
Citation:
WANG Qiang. Comparative Studies of China and US Teacher Recognition Systems[J]. Journal of East China Normal University (Educational Sciences), 2015, 33(4): 41-48. doi: 10.16382/j.cnki.1000-5560.2015.04.007
After comparing teacher recognitions in "A" province in China with these in Massachusetts and Florida, the author offers a systematic analysis of China and US teacher recognition systems. The findings show that the sponsors, candidates, contents and incentives in China are different from those in US. Based on the findings, the article makes three suggestions for improving teacher recognition systems in China: shift from hierarchic identities to professional stratification, from irrational incentive to social value recognition, and from top-down planning to multiple choices.
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