Professional Educational Researchers in China’s Five-Level Education and Teaching Research System: Their Promotive Roles in Chinese Basic Education Development
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Published
Apr 28, 2024
Abstract
Professional Educational Researchers (PER) are a crucial component of China’s Five-Level Education and Teaching Research System (ETRS), which has been of fundamental importance to Chinese basic education development. PERs play a significant role in directing teachers’ professional development, advancing basic education curriculum reform, and supporting educational decision-making. This article explains the concept of the PER in the context of the ETRS, describes the professional criteria for being a PER, and expounds on their significance for basic education advancement.
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Keywords
Education and Teaching Research System, Professional Educational Researchers, Chinese Basic Education
References
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Jiang, Q. (2021). Professional Directors of Curriculum Implementation (master’s thesis). East China Normal University. DOI: https://doi.org/10.27149/d.cnki.ghdsu.2021.001400
Jiang, X. (2021). Digital Transformation of Basic Education in the United States (1958-2018) (doctoral dissertation). Fujian Normal University. DOI: https://doi.org/10.27019/d.cnki.gfjsu.2021.001074
Li, D. (2021). Enhancing the ability and reshaping the role of teaching materials developers in the new era. Yangtze River Series, 2021(18):37-38. Available at: https://doc.taixueshu.com/journal/20210188cjck.html
Li, W. (2018). Making regional education and teaching research meet the actual needs of frontline teachers: Based on a survey of 2198 primary and secondary teachers in Tongzhou District, Beijing. School Administration, 2018(7):34-37. Available at: https://kns.cnki.net/kcms2/article/abstract?v=oslmGXurZ-OAd0vK0Vc-E9BVhuD7WbaG5C9FsAh54OT4Ojoyk-FL3JG5RiWTawt7LUmw2dH2wXOIRuq0JHtb3vtVa6-pbr92vpPzVHQqoJWdd-PsLgVYTmn-FVUPxLEFZ-FV56iafv0=&uniplatform=NZKPT&language=CHS
Li, X. & Shen, Q. (2011). A review of the conception of the “professional educational researcher.” Scientific Opinions (Educational Research), (12):43-43.
Li, Y. (2012). Professional Development of Education and Teaching Research Staff: The Current State, Challenges, and Improvement Strategies (master’s thesis). Northwest Normal University. Available at: https://kns.cnki.net/kcms2/article/abstract?v=oslmGXurZ-Q0HXJRMrvTgz5IPxg4K-E8sXw5DhcouH59oTuO1aSQNzMsPs4u9WL5eHFaUl0R-RQ8Zpo-TXT01Z55pV58Bdbf3J1eED1QYWgpDGon35I8511DZWVufpURmVRIptyE9lqr55wRDKX5A==uniplatform=NZKPTlanguage=CHS
Liang, D. & Zhang, J. (2023). Academic quality-focused design of primary science instruction. Curriculum, Teaching Materials, and Methods, 2023(10):126-132. DOI: https://doi.org/10.19877/j.cnki.kcjcjf.2023.10.014
Ling, Y. (2019). Action-focused Training for Teacher Trainers (doctoral dissertation) Northeastern Normal University. Available at: https://link.cnki.net/doi/10.27011/d.cnki.gdbsu.2019.000058
Liu, X. (2021). Monitoring the quality of regional secondary education based on value-added assessment. Liaoning Education, 2021(14):58-61. Available at: https://www.zhangqiaokeyan.com/academic-journal-cn_liaoning-education_thesis/0201290312033.html
Liu, Y. (2008). A new conception of the “professional educational researcher.” Education Today, 2008(1):54. Available at: https://kns.cnki.net/kcms2/article/abstract?v=dFlgZ3unFPgAhgfXV9pXeitm_rilbm8R6JLL8-CpprWAjePBvcWx5Tay1YuJWdi--FcHeiAluxVjdWECXd5m1tK60Zj73x6gAoifT4-E0wNQlU-LBt0szlDCDiG6ElZjQIPmQzHw=&uniplatform=NZKPT&language=CHS
Liu, Y. (2023). Governance of overburden in primary and secondary teachers in Germany and implications. Primary and Secondary Schooling Abroad, 2023(6):119-132. Available at: https://kns.cnki.net/kcms2/article/abstract?v=3IEynGI71r8HsrryWcoVSlj2SBZZpe0ylq4H6OMUncDBGJxHMTCLMamMTwCS9lq79dg5eGldC2wbejuAQ1Z2lInZKvZnJ02Mn8YfdgUpU-0TGIvfswQnD4rr2zcuub75h8eRjQE3AQg=&uniplatform=NZKPT&language=CHS
Liu, Z. (2023). School-based Promotion Mechanisms for Enhancing Teachers’ Information Technology Application Capabilities from the Perspective of Training Transfer (master’s thesis). Nanjing University of Posts and Telecommunications. DOI: https://doi.org/10.27251/d.cnki.gnjdc.2023.000559
Liu, Z., & Wu, C. (2019). Professionalism of educational research staff for primary and secondary education: Developmental levels and improvement paths – An analysis based on self-evaluation and others’ comments. Education Policy Review in China, 2019 (1):134-153. Available at: https://www.zhangqiaokeyan.com/academic-journal-cn_education-policy-review_thesis/0201290436259.html
Lu, L., Shen, X., & Liang, W. (2018). The composition and characteristics of practical knowledge of county-level professional educational researchers: Using county-level professional educational researchers in Beijing as an Example. Teacher Education Research, 2018(6):112-118. DOI: https://doi.org/10.13445/j.cnki.t.e.r.2018.06.016
Ministry of Education of China. (2019). Opinions on Strengthening and Improving Educational Research for the New Era’s Basic Education. Available at: http://www.moe.gov.cn/srcsite/A06/s3321/201911/t20191128_409950.html
Mou, Y. (2022). The Functioning and Enhancement of the County-level System of Professional Educational Researchers: From the Perspective of the Actor Network Theory (master’s thesis). Xinjiang Normal University. DOI: https://doi.org/10.27432/d.cnki.gxsfu.2022.000520
Ou, Z. (2009). How to scientifically evaluate teaching Quality: A model for measuring the quality of instruction. Journal of Guizhou Vocational College of Science and Technology, 4(1):51-55. Available at: https://www.zhangqiaokeyan.com/academic-journal-cn_journal-guizhou-vocational-college-science-technology_thesis/0201266045267.html
Pang, L. (2019). The Role of Professional Educational Researchers in the Curriculum Reform (doctoral dissertation). Tianjin Normal University. Available at: https://kns.cnki.net/kcms2/article/abstract?v=oslmGXurZ-PWyZaWyZ6LAYczji7lRI6VE4FwoZXE4sXBFzCg8q0VObU8J1ZcX2uMe4dhWYxnG8TDrahKQoxorjCD3fr88Pybr763JGtZ9bC4OWRcF5n5KIE9T3a22vaTHDQbbo1g4nTqpRdpc78A==uniplatform=NZKPTlanguage=CHS
Shen, M. (2012). The role of school-based training in promoting digital transformation of school education: Supporting frontline teachers’ mastery of multimedia technology applications. Yangtze Delta, 2012(11):1.
Shen, Q. (2018). The Role of County-level Professional Educational Researchers from the Perspective of the Knowledge-Power Theory (doctoral dissertation). Nanjing Normal University. DOI: https://doi.org/10.27245/d.cnki.gnjsu.2018.000289
Shen, Z. (2021). Mathematical Knowledge for Pre-service Teachers (doctoral dissertation). East China Normal University. DOI: https://doi.org/10.27149/d.cnki.ghdsu.2021.000072
Song, Y. (2022). Paths to enhancing the leadership of professional educational researchers in senior secondary education in the context of the reform of college entrance examination (master’s thesis). Southwest University. DOI: https://doi.org/10.27684/d.cnki.gxndx.2022.000170
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How to Cite
Huang, Y. (2024). Professional Educational Researchers in China’s Five-Level Education and Teaching Research System: Their Promotive Roles in Chinese Basic Education Development. Science Insights Education Frontiers, 21(2), 3475–3489. https://doi.org/10.15354/sief.24.re355
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