Quality in Teacher Education and Professional Development Chinese and German Perspectives Asia-Europe Education Dialogue Series

This book addresses the past and changing contexts of Chinese and German teacher education under the impact of globalization and echoes "quality" issues of teacher education. This edited book provides a comprehensive discussion on other issues in the management and implementation of change in teacher education related to teacher education curricula for professional development of teachers. A combination of chapters provides an overview, a review of literature and research as well as offering examples of teacher education practice and updated empirical research on these topics co-edited by two senior scholars and written by experts from Mainland China (including Hong Kong ) and Germany. The volume addresses key issues on teacher standards, ICT in education and e-learning in teacher education, STEM education, vocational teacher education, university-school partnership in teacher education and teaching Chinese or German as a second language.

This is an up-to-date academic book to look at profound issues related to quality in teacher education and teachers? professional development in mainland China and Germany. It will be a useful reference for graduate students and researchers in the field of international and comparative education, teacher education and curriculum studies, teacher educators and practitioners to learn from trends, best practice and challenges that have been encountered in Mainland China and Germany.

1 Chinese and German Perspectives on Quality in Teacher Education: An Introduction 2 Teacher Education and Role of Educators under the Context of Educational Change in the Twenty-first Century: Prospects and Challenges 3 Initial Teacher Education in Mainland China: The Impact of Accountability and Globalization 4 Teacher Education in Germany: Historical Development, Status, Reforms and Challenges 5 Teacher Standards and Data Literacy of Teachers in China: Examples from Northern and Western Regions (Shanxi and Chongqing) 6 Innovative Approaches for Teacher Professional Development: Examples of Blended, Video- and Coaching-based Professional Development programs in Germany 7 E-Learning in Teacher Education in Hong Kong and Beijing in the Digital Era 8 ICT in Teacher Education and ICT-Related Teacher Professional Development in Germany9 Teacher Education and Professional Development in STEM Education: Experiences in Mainland China and Hong Kong 10 STEM Teacher Education in Germany: Organization, Expectations, and Challenges from the Perspectives of the Subjects Mathematics and Physics 11 Implementing Education for Sustainable Development in the German School System: Implications for Teacher Education 12 University-School Partnership for the Professional Development of Teachers in Hong Kong: A Case Study of Developing Self-regulated Learning in Students 13 University-School Partnerships in Teacher Education in Germany 14 Improving the Effectiveness of Teacher Training for the Vocational Education and Training (VET) Sector in China: Trends, Challenges and Approaches 15 Teacher Education for the Vocational Education and Training (VET) Sector in Germany: Current Structures, Reforms and Challenges 16 Teaching Chinese as a Second Language: Chinese perspective 17 Teaching German as a second language: Implications for teacher education in Germany 18 Teacher Education in China and Germany – Conclusions and Research Outlook

Professor John Chi-KinLee is Vice President (Academic) and Provost and Chair Professor of Curriculum and Instruction at The Education University of Hong Kong (EdUHK) (the then Hong Kong Institute of Education). He was Dean of Education and Professor of Department of Curriculum and Instruction at The Chinese University of Hong Kong (CUHK). Professor Lee was also the Director of the Centre for University and School Partnership and had served as a Fellow of United College and Morningside College at CUHK. His research interests focus on curriculum and instruction, life and values education, geographical and environmental education, teacher education and school improvement. He has served as the Editor of International Journal of Children’s Spirituality, Regional Editor (Asia Pacific) of Educational Research and Evaluation and Executive Editor of Teachers and Teaching as well as editorial board members or advisory editors of many local, regional and international journals. He is also a prolific writer who has edited and written more than 25 books and published over 100 journal articles and book chapters. His recent selected co-edited books are Transnational Education and Curriculum Studies: International Perspectives (co-edited with Noel Gough, 2020, Routledge), Green Schools Globally: Stories of Impact on Education for Sustainable Development (co-edited with Annette Gough and Eric P.K. Tsang, 2020, Springer) and European Didactics and Chinese Curriculum: Curriculum thoughts in Dialogue (co-edited with Kerry Kennedy, 2017, Routledge). He has served as the Changjiang Scholar Chair Professor conferred by the Ministry of Education, the People’s Republic of China and is a SEAMEO Research Fellow. Professor Lee is also the UNESCO Chair in Regional Education Development and Lifelong Learning, Director of the Centre for Religious and Spirituality Education, Co-Director (Research) of the Ce