Abstract
This chapter provides needed information about the context and the participants of this study. Specifically, the urban–rural divide in Chinese society, the environment of the internship placement school, the tracking system in the school, and the Dinggang internship requirements are described. Profiles of the participant pre-service teachers are portrayed based on their family backgrounds, their expectations of the Dinggang internship, and their initial impression of the rural pupils.
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- 1.
Secondary schools in China are categorized into “key” and “ordinary” schools. Key secondary schools (重点中学, zhong dian zhong xue) are schools distinguished from ordinary schools by their academic reputation, high rate of admission rates to universities and are generally allocated more resources by the government. It is usually a desired school choice for students and their parents.
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Jiang, H. (2015). Dinggang Internships at Green Middle School. In: Learning to Teach with Assessment. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-287-272-2_2
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DOI: https://doi.org/10.1007/978-981-287-272-2_2
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Publisher Name: Springer, Singapore
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Online ISBN: 978-981-287-272-2
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