Examining the teacher education landscape in China, Xiaojing Yan focuses on how early career teachers (ECTs) build their competence during the initial years of teaching, challenges that come with teacher training and pathways to improve teacher competence. Although there is a growing trend in China to focus on teacher quality and professional development, teacher competence varies across teacher groups: ECTs, in particular, face a variety of challenges in the initial period. Using a qualitative-based approach, Yan examines 55 teacher education policies and 3 education laws between 1949 and 2019 in China. The chapters offer valuable insights into teacher education policy and practice, as well as teachers' professional development strategies and competence growth at the secondary level. With teacher’s needs in mind, this book provides a framework for policy development and teaching implementation, as well as for teachers' practices and effective professional learning. Discussing critical issues and opportunities in the development of ECTs competence, this book will appeal to researchers, students and practitioners across the fields of teacher education and professional learning development. It will also be relevant and accessible to policymakers involved in education and teacher training.

Teachers in their first few years of their teaching career require high quality, structured support to begin the journey towards becoming experts. Establishing research-based best practices and working habits set up early career teachers for a fulfilling and successful career. The requirements of teachers are constantly changing, and teachers need to continually adapt their knowledge and practices to fit schools’ changing demographics. Having a toolbox of research-based best practices to draw upon can support early career teachers as they move from theory to practical application when the learning curve is the steepest. Strengthening the system of support includes increasing teachers’ influence over their day-to-day work and developing positive and supportive cultures of learning. Supporting Early Career Teachers With Research-Based Practices presents both theoretical and practical research to support the conceptual understanding of educational praxis for common areas with which early career educators may require additional expertise or support. This book is intended to be a valuable contribution to the body of literature in the field of education by supplying research-based teaching practices for modern education. Primary topics covered include professional learning, classroom management, student-teacher relationships, teaching diverse students and inclusive educational practices, and teacher self-care strategies. This book is a valuable reference tool for early career teachers of all subject areas and grade levels, school administrators, teacher mentors and guides, education faculty in higher education, educational researchers, curriculum developers, instructional facilitators, practicing teachers, pre-service teachers, professional development coordinators, teacher educators, researchers, academicians, and students interested in teaching practices and support for the early career teacher.

"Examining the teacher education landscape in China, Xiaojing Yan focuses on how early career teachers (ECTs) build their competence during the initial years of teaching, challenges that come with teacher training and pathways to improve teacher competency. Although there is a growing trend in China to focus on teacher quality and professional development, teacher competence varies across teacher groups: ECTs, in particular, face a variety of challenges in the initial period. Using a qualitative-based approach, Yan examines 55 teacher education policies and three education laws between 1949 and 2019 in China. The chapters offer valuable insights into teacher education policy and practice, as well as teachers' professional development strategies and competence growth at the secondary level. With teacher's needs in mind, this book provides a framework for policy development and teaching implementation, as well as for teachers' practices and effective professional learning. Discussing critical issues and opportunities in the development of ECTs competence, this book will appeal to researchers, students and practitioners across the fields of teacher education and professional learning development. It will also be relevant and accessible to policymakers involved in education and teacher training"--

This edited collection brings together papers written by a number of experienced international academics who share a passion for promoting research-informed, high-quality pre-service and in-service teacher education that makes a positive difference to the lives of teachers and their students. Taken together, the contributions to this book represent a call to arms for all who lead education policy at local, regional, and national levels, teacher educators, and schools themselves, to engage in sustained and productive collaboration. Topics include: the centrality of empathy to the classroom, ‘practical theorising’ that is a central part of all good teachers’ armoury; the possibilities for collaborative professionalism which enables them to extend and enrich their thinking, commitment, and capacity for resilience; the pedagogical reasoning, habits of mind, critical reflection, knowledge, and skills that lead to the best classroom practices. Only when the voices of stakeholders at all these levels are brought together, heard, and enacted, are students in all schools in all contexts and in all jurisdictions likely to receive the quality of education to which all are entitled. The chapters in this book were originally published as a special issue of Teachers and Teaching.

ICHSS is an international seminar that is held every two years organized by the Research and Community Service Institute of the State University of Malang. The meeting aims to discuss the theoretical and practical developments of Social Sciences and Humanities in Indonesia and other countries with a view to build academic networks by gathering academics from various research institutes and universities. Community empowerment serves as a trigger to increase community independence and to cope with the challenges resulting from the rapid development of technology. An important aspect of the community empowerment effort is to link the results of innovation research for the benefit of community. The results of research should not only be limited to publications in the academic environment. Open Access to various forms of the existing literature is one of the requirements for innovative research to develop optimally. Therefore, this seminar has also served as a place for field researchers from various geographical areas to socialize, to discuss and to find solutions to current issues in the field of social sciences and humanities, as well as to build cooperation and synergy in creating ideas for mutual collaboration and to create joint research.

Employing a mixed-method approach, the book investigates the psychology of English as a Foreign Language (EFL) teachers in the online teaching environment in China during the COVID-19 pandemic. Specifically, questionnaires were conducted on Chinese EFL teachers to explore the profiles of EFL teachers’ anxiety, self-efficacy, buoyancy and engagement. Additionally, semi-structured interviews were used to demystify their psychological growth in the dynamic interaction with ecological environments, thus constructing an ecological model of EFL teacher psychology in online teaching. The book provides new insights into EFL teacher psychology and theoretical references for building a functional ecosystem for the professional development of EFL teachers. The book will be of interest to researchers in teacher psychology, language teachers and practitioners, especially those working in the complex technology-based educational environment, and policy makers in foreign language education.

As the COVID-19 crisis comes to an end, leaders, organizations, and governments have to develop a “new normal” for doing business with a focus on protecting the environment, integrating new technologies and adapting to new social changes. Based on empirical studies and conceptual contributions from researchers and practitioners presented at the Griffiths School of Management & IT’s 12th Annual Conference on Business, Entrepreneurship and Ethics (GSMAC), this proceedings volume provides a multifaceted perspective on the impact and effects of the COVID-19 pandemic on various public and private systems including education, business organizations and consumer behavior. In particular, this book explores the impact of the pandemic on remote work and employee health, sustainable development, and economic growth, among others. It also highlights the role of data analysis in understanding trends, opportunities, and challenges in the above systems.

The COVID-19 pandemic has caused unprecedented ripples throughout society, bringing many sectors and fields, including education, to a virtual halt or forcing them to change their working style abruptly. Based on technological advancements, e-learning preparedness, and human and financial resources, higher education systems and universities in Eastern and Western countries have responded differently to this crisis. Comparative Research on Educational Policy Responses to the COVID-19 Pandemic: Eastern vs. Western Perspectives presents global research on the response of higher education to the COVID-19 pandemic from both the East and the West. It sheds light on the relevant challenges, strategies, and effectiveness of the policies set in place in response to the pandemic. Covering topics such as international student-related policies, pedagogical adaptation, and student motivation, this premier reference source is an essential resource for policymakers, government officials, faculty of higher education, students and educators of higher education, libraries, researchers, and academicians.

The book presents up-to-date research on moral education teaching and teachers in China. By providing an accessible, practical, yet scholarly source of moral education, education aims and teachers’ ethical roles in China, which is also an international concern, the author systematically reviews Moral Education curriculum, moral education pre-service teacher education, current policies and practices of Moral Education teaching and teachers. The book will be resourceful for researchers, practitioners and policymakers in moral education, citizenship education and teacher education.

The COVID-19 pandemic shook the world to its core. After a brief pause, organizations of all kinds had to adapt to the new circumstances given to them with very little time. The presence of the pandemic caused multiple threats that caused several disruptions to the norms, beliefs, and practices in various domains of everyday life. Both from macro and micro perspectives, individuals, households, markets, institutions, and governments developed strategies to respond to the new environment—responses that hope to eliminate or at least decrease the threats of the COVID-19 pandemic. The Handbook of Research on Interdisciplinary Perspectives on the Threats and Impacts of Pandemics explores the COVID-19 pandemic from an interdisciplinary perspective and determines how future pandemics may impact society. Beginning as a health threat, the pandemic has led the way to economic, social, psychological, political, and informational crises necessitating the examination of the phenomenon from different academic disciplines. Covering topics such as distance education, human security, and predictions, this handbook of research is an essential resource for scholars, managers, media representatives, governors, health officials, government officials, policymakers, students, professors, researchers, and academicians.