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

  • Xiaoman ZhuEmail author
Chapter
Part of the New Frontiers of Educational Research book series (NFER)

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.

Keywords

Teacher Education Education Reform Educational Quality Curriculum Reform Emotional Competence 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

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  3. van Manen, M. (2001). Teaching tact: The implication of educational wisdom (p. 13) (S. Li, Trans.). Beijing: Educational Science Publishing House (in Chinese).Google Scholar
  4. Zhu, X. (2005). Theories of affective moral education (pp. 42, 88). Beijing: People’s Education Press (in Chinese).Google Scholar
  5. Zhu, X. (2007). Affective education: An outline (pp. 5, 15). Beijing: People’s Publishing House (in Chinese).Google Scholar
  6. 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).Google Scholar
  7. Zhu, X. (2014). The dialogues with world famous educators (pp. 106–108, 125). Educational Science Publishing House (in Chinese).Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2017

Authors and Affiliations

  1. 1.Center for Teacher Education ResearchBeijing Normal UniversityBeijingChina

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