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The Affective Dimension of Teacher Education: Based on Interaction Between Personal Academic Interest, Social Change and Education Reform

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Quality of Teacher Education and Learning

Part of the book series: New Frontiers of Educational Research ((NFER))

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Abstract

This chapter is based on the speech I gave on the Second Global Summit of Teacher Education held at Beijing Normal University in 2014. Thank the conference for giving me this speaking opportunity. I am now an old teacher at the Institute of Teacher Education, the Faculty of Education, Beijing Normal University.

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References

  • Morin, E. (2004). Complexity theory and education problems (p. 39) (Y. Chen, Trans.). Beijing: Peking University Press (in Chinese).

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  • Zhu, X. (2005). Theories of affective moral education (pp. 42, 88). Beijing: People’s Education Press (in Chinese).

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  • Zhu, X. (2013). Everlasting morality and endless missing—For the 20th anniversary of Professor A. И. Tитapeнкo’s death. Educational Research, 5, 115 (in Chinese).

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Author information

Authors and Affiliations

  1. Center for Teacher Education Research, Beijing Normal University, Beijing, China

    Xiaoman Zhu

Authors
  1. Xiaoman Zhu
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Correspondence to Xiaoman Zhu .

Editor information

Editors and Affiliations

  1. Beijing Normal University, Beijing, China

    Xudong Zhu

  2. Columbia University, New York, USA

    A. Lin Goodwin

  3. Beijing Normal University, Beijing, China

    Huajun Zhang

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Zhu, X. (2017). The Affective Dimension of Teacher Education: Based on Interaction Between Personal Academic Interest, Social Change and Education Reform. In: Zhu, X., Goodwin, A., Zhang, H. (eds) Quality of Teacher Education and Learning. New Frontiers of Educational Research. Springer, Singapore. https://doi.org/10.1007/978-981-10-3549-4_9

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  • DOI: https://doi.org/10.1007/978-981-10-3549-4_9

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-3547-0

  • Online ISBN: 978-981-10-3549-4

  • eBook Packages: EducationEducation (R0)

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