Abstract
This study utilizes semi-structured interviews to explore the status quo of teacher training of rural and urban public primary school teachers in Henan Province China. Our findings showed that both rural and urban teachers had very limited training opportunities available to them. Most of the participants did not find the current training opportunities useful in improving their teaching practices. Both rural and urban teachers desired training in pedagogy, educational psychology, and curriculum. Rural teachers particularly expressed the need for training in ICT and classroom management skills. Observing education experts’ demonstration classes is the most preferred training format. Policy implications are discussed.
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Acknowledgements
Wang Min conducted field data collection, data analysis, and drafted the manuscript. Scott Rozelle engaged in multiple rounds of editing and revisions of the manuscript with Wang Min.
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Wang, M., Rozelle, S. Teaching training among rural and urban in-service teachers in central China. Educ Res Policy Prac 22, 409–425 (2023). https://doi.org/10.1007/s10671-023-09347-2
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DOI: https://doi.org/10.1007/s10671-023-09347-2