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Examining Faculty Development Model: From Chinese Context

  • Xudong ZhuEmail author
  • Jian Li
Chapter
Part of the Perspectives on Rethinking and Reforming Education book series (PRRE)

Abstract

This chapter involves conceptualizing faculty development model from Chinese context. Faculty development model at Chinese context involves Chinese specific educational historical and cultural elements historically and contextually. Therefore, this chapter is mainly divided into three parts: in the first part, the introduction on faculty development model is discussed to offer an overview of the landscape of faculty development.

References (All Paper in Chinese)

  1. Huang, J (2003). The master of the world—On confucius’s teacher’s view [J]. (1), 43.Google Scholar
  2. Yu, Z. X. (2011). The thought of Chinese education masters [M]. Wuhan: Huazhong Normal University Publishing Club.Google Scholar
  3. Zhang, Z., & Li, J. (2011). Educational wisdom of Chinese and foreign education masters. Beijing: Petroleum: M Industrial Press.Google Scholar
  4. Zhang, S., & Zhou, L. The vitality of ideological education—If the idea of ideological and moral education is M. Hangzhou: Zhejiang University.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.Faculty of EducationBeijing Normal UniversityBeijingChina
  2. 2.Faculty of EducationBeijing Normal UniversityBeijingChina

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