Teachers’ perceptions toward curriculum reforms and teacher training programs in Chinese agricultural schools

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
Xiaorong Shao, Assistant Professor (Creator)
Institution
Appalachian State University (ASU )
Web Site: http://www.library.appstate.edu/

Abstract: As Chinese agricultural schools have gradually transferred from ineffective academic institutions to vocational education, the need for renewing teachers’ attitudes, knowledge, and skills to implement the curriculum innovations is evident. The purpose of this study was to describe teachers’ perceptions toward teacher training and reforms of curriculum and instruction in agricultural schools in China. The population for the study was teachers in 12 agricultural schools. A systematic random sampling technique generated a sample of 398 teacher participants. The results revealed that teachers supported curriculum reforms and they were interested in trying new ideas in their teaching practice. They believed that high quality of teacher training and professional development programs would help them to carry out the reform initiatives in curriculum and instruction. They also thought that knowledge and skills of teachers, attitudes of teachers, and new facilities and equipment were important factors affecting the process of curriculum reforms in agricultural schools. Therefore, policy makers and administrators should seize this opportunity to develop effective teacher education programs and address the needs of teachers in the process.

Additional Information

Publication
Shao, X., & Bruening, T.H. (2005). Teachers’ perceptions toward curriculum reforms and teacher training programs in Chinese agricultural schools. Journal of International Agricultural and Extension Education, 12(1), 37-46. (ISSN: 1077-0755) Published by the Association for International and Extension Education. http://www.aiaee.org/
Language: English
Date: 2005
Keywords
Chinese Agricultural Schools, Curriculum Reforms, Teacher Professional Development, Factors Affecting Curriculum Reforms