By Sylvester Chen, Michael Kompf
This selection of papers via a bunch of chinese language academic directors took place via a graduate learn application that facilitated comparisons of academic practices from different cultures opposed to the backdrop of globalization. Collaborative overseas courses enable distinction and comparisons of practices, regulations and academic rules yet should not with out obstacles confronted by way of applicants which could contain yet should not restricted to tradition surprise and conversation and language alterations. Comparisons of foreign academic associations are telling while tested via move credits guidelines, measure attractiveness, institutional accreditation and the price of educational credit in a globalized academic market. China and chinese language educators realize that circulate and take it such a lot heavily as verified via the gang of academic ambassadors who've contributed quite a few views and pursuits to this quantity. they're a new wave of thinkers whose reports embody their local tradition and open minds to alternative routes of realizing and performing on quickly altering academic situations for inexperienced persons, lecturers and directors.
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1978). Mind and Society: The development of higher psychological processes. Cambridge, Mass,: Harvard University Press. ——. 1986. Thought and Language. Trans, by A. Kozulin. Cambridge. : Harvard University Press. com/s. 28 PART II RESEARCH ON PRINCIPALS’ LEADERSHIP RESEARCH ON PRINCIPAL’S LEADERSHIP Research on the principals’ leadership is a highly anticipated study for leaders in education. This segment introduces the theory and practice of how to enhance a school principal’s leadership capacity, how to equip principals with theoretical knowledge and how a qualified principal can lead professional development, foster positive school culture, and implement change.
STATUS AND PROBLEMS Nowadays, new teaching methods and educational philosophies are finding their way into the daily teaching work in primary and secondary school, which makes the current field of teaching show a thriving new atmosphere. Among them, the strong impact of teacher reflection is particularly prominent and visible. From the theoretical level, a large number of researchers have studied and analyzed the meaning, significance, specific methods and strategies and other issues of teacher reflection.
He further explained that: Reflective teachers are expert teachers and they demonstrate their expertise in a myriad of ways, at the same time, they must be experts in time management, discipline, psychology, instructional methods, interpersonal communication and 22 HOW TO BE A REFLECTIVE PRACTITIONER learning theory- and they must practice these competencies under the watchful eyes of 20 to 30 demanding customers (p. 3). A reflective teacher may have the following five qualities: ● Examines, frames and attempts to solve the dilemmas of classroom practice; ● Is aware of and questions the assumptions and values he or she brings to teaching; ● Is attentive to the institutional and cultural context in which he or she teaches; ● Takes part in curriculum development and is involved in school change efforts; and ● Takes responsibility for his or her own professional development.