Examining Perspectives of Entry-Level Teacher Candidates: A Comparative Study.

This study examines entry-level teacher candidates on career choice, professional goals and view on a teacher’s role. The candidates were enrolled in two elementary teacher education programs in the People’s Republic of China and the United States of America. A total of 66 participants responded in writing to three questions about why they decided to become a teacher, what they wanted to accomplish as a teacher, and how they viewed the role of a teacher. Major differences were found between these groups in their responses to the first two questions but the participants used similar terms to describe a teacher’s role. Characteristics of these participants are highlighted and discussed, and educational implications on teacher education career preparation, teacher/student relationship and impact of cultures and policies are provided. Teacher education is regarded as critical to the quality of education in the People’s Republic of China (PRC) and the United States of America (USA). According to Cobb (1999), both countries “cite the importance of a well-trained teaching force as essential to preparing students to function competently within an increasingly technologically information-based society” (p. 2). However, to recruit, train and retain high quality teachers is no easy task. The USA is faced with a major challenge of possibly losing 50 percent of the teaching force during the first decade of the twenty-first century because of retirement or younger teachers’ departure from the profession (Goldberg & Proctor, 2000). Therefore, in its report, “What Matters Most for Teaching America’s Future,” the National Commission on Teaching and America’s Future (1996) concludes that a central strategy for improving schools is through recruiting, preparing and retaining good teachers. Identification and application of a strategy can be done rather efficiently but it takes much more time to resolve an issue. Four years later, teachers are still in demand because the pool of quality teachers continues shrinking and attrition rates remain high (2004, Heller). To address the issue, Heller (2004) developed a guide of over 100 pages with an aim to improve teacher recruitment, training and recruitment from preservice education to restructuring the profession. Similarly, to strengthen teacher education, the PRC has recently taken actions to attract high quality candidates into teacher preparation programs by waiving tuitions. In August of 2007, new teacher candidates (approximately 12,000 in total) benefited from the policy and were accepted to study at six top teacher preparation universities in the PRC (State Council, the People’s Republic of China, 2007). These candidates are Australian Journal of Teacher Education Vol 35, 5, August 2010 57 expected to join the teaching force at rural schools when they finish the credential program. Moreover, international comparison of teacher education is conducted between the USA and other countries including the PRC (Cobb, 1999; Cooper & Alvarado, 2006; Darling-Hammond & Cobb, 1995). The above authors compared the practice of teacher preparation, recruitment and retention in both western countries and developing countries to identify issues and best practices. One of the goals is to inform policymakers to help them make appropriate decisions related to teacher education. Cooper and Alvarado (2006) indicate that a shortage of quality teachers is shared by both Western (the USA and United Kingdom) and many developing (Portugal and Hong Kong) countries. However, the difference is that a large number or up to 40 percent of newly prepared teachers in Western countries choose to leave the profession or do not go into teaching in comparison to developing countries where population increases at a higher rate than the production of new teachers. In China, one challenge is to recruit and retain teachers for schools in rural areas (Chen, 2003; Lin, 2010). Several factors that contribute to the status are identified: fewer educational resources and facilities, lower average family income and less support from family, in comparison to schools in cities or urban areas. In the 1990s, Cobb and Darling-Hammond & Cobb conducted studies of international comparison between teacher preparation programs in the Asian Pacific Economic Cooperation (APEC) countries including the PRC and the USA. The practices of teacher preparation and characteristics of teachers in these two countries share similarities and also present differences. Similarities were found on gender (predominantly female) and candidate selection that depends on prior academic performance: differences were evident in income among the 12 countries but teachers of the PRC and the USA earned less compared to those of the general, college-educated work force and of other professions (Cobb, Darling-Hammond, & Murangi, 1995). Also, the study on teacher candidates in the PRC and the USA by Su and colleagues, published in 2001, was based on the data collected in 1996. Findings about the teacher candidates of in the aforementioned study include the following: 1) little ethnic diversity in the pool of Chinese teacher candidates, 2) Chinese teacher candidates much younger in age than their USA counterparts, 3) more male teacher candidates in PRC compared to those in the USA, and 4) lack of passion or commitment to teaching of Chinese teacher candidates because of the low status of the teaching profession and poor benefits for teachers. Apparently, the issue of poor benefits for teachers identified in the mid 1990s and earlier caught the attention of the policymakers in the PRC. Adjustments were quickly made to provide more financial support to teachers. By late 2001, middle school and college faculty had become one of the groups of the top paid people in China, according to statistics of State Administration of Taxation (Beijing Youth Daily, 2001). Xinhua News Agency (2002) also reported that primary and high school teachers received a raise of 18.76% in 2002. Moreover, in the 2009-2010 year, the budget for school teachers in rural areas is 2.22 billion yuan (renminbi), over twice as much as the total (1 billon yuan) budgeted in the same category for the previous year (Luo & Han, 2009). This prompt response from the PRC administration is certainly supported by the social and cultural foundation because historically Chinese teachers in general had an honored status in the Chinese culture (Guo, 2005; Ren, 2004; Zhang, 1995). Over 2,000 years ago, Confucius Australian Journal of Teacher Education Vol 35, 5, August 2010 58 categorized teachers as one of the five most highly respected groups in the Chinese society: the God of Heaven, the God of Earth, the emperor, parents and teachers. Within such a tradition and social context, teachers are typically regarded and honored as authoritative figures (Ren, 2004). Cavanagh (2007) confirms the reports on the change of income or status of Chinese teachers. In the opinions of the teachers being interviewed, teachers (especially in metropolitan areas) can live a stable life, do not have to worry about losing their job, and have high social prestige. “Current and future educators, in fact, cited the same reason over and over – stability – to describe what most appeals to them about teaching. Not only is the teaching profession broadly respected in Chinese society, they say, but it also provides them with a foothold in a country that is in a state of overwhelming economic flux” (p. 8). In addition to the reports and research on teachers and teacher candidates, an examination (Liu & Qi, 2006) was also conducted on the curriculum design of teacher education programs in the PRC and the USA. This study investigated two elementary teacher preparation programs in the PRC and the USA. A comparative analysis of the two programs was provided in each of the following aspects: program admission standards/requirements, course requirements, field experience, student teaching and exit program evaluation. Findings indicate that both programs well reflect their respective local culture and include each of the above components with differences shown across all identified aspects. The USA program, a multiple subject model, features more comprehensive admission standards and requirements but is more examination-driven for exit program evaluation. It carries a larger total number of hours and longer duration of field experience and student teaching besides a larger total number of units required for pedagogy courses on specific school subjects. In comparison, the PRC program, a single subject oriented model, depends solely on testing performance for admission but implements a more comprehensive exit program evaluation. It clearly stands out in subject matter requirements in both breadth and depth. The requirements of foreign or English language, education research courses, and senior thesis add a touch of international education, which can serve to better prepare candidates for advanced education. Furthermore, a number of studies on the perspectives of entry-level teacher candidates in the USA have been published (Lorton, Coffland, Brazelton, West & Kirsner, 1979; Gourneau, 2005; Su, 1993; Yarger, Howey & Joyce, 1977; Zimpher, 1989). Findings suggest that many future teachers entered teacher education because of their love of children, passion for teaching and desire to serve others. In other words, they did not enter the teaching profession for money or prestige but for intrinsic satisfaction (Gourneau, 2005; Su, 1993; Yarger et al., 1977; Zimpher, 1989). Additionally, future teachers acknowledged the impact of their grade school teachers on their decision to become a teacher (Fieldstra, 1955; Su, 1993). With the results of all studies summarized in the literature review of this study, many aspects are yet to be explored. A study is especially called to investigate teacher candidates of credential programs in these two identified countries. In