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Professional Development of Teachers in Urban and Rural Areas: A Chinese Perspective

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The professional development of teachers is crucial for the continuous improvement of educational and school quality. The provision of resources to support it however varies considerably between and within different regions and school districts. Based on a survey of over one thousand teachers and around two-hundred principals, this paper compares the conditions for teachers’ professional development in urban and rural areas in Chongqing in Southwest China. The survey data reveals huge gaps and disparity in the professional development conditions, highlighting the need for both provincial and county governments to find new ways to enhance the conditions for its reform and regeneration.
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Keywords: China; Chongqing; teacher professional development; urban and rural schooling

Document Type: Research Article

Publication date: January 1, 2013

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  • World Studies in Education is a bi-annual, refereed, international journal offering a global overview of significant international and comparative education research. Its focus is on educational reforms and policy affecting institutions in the global economy.
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