Introduction
Teacher authority is an important but complex term in educational studies with multiple forms, dimensions, and meanings. As a fundamental feature of classroom life, teacher authority is crucial for sustaining an effective learning environment and ensuring that real learning in the classroom can happen; thus a profound and thorough understanding of it is imperative for practitioners, teacher educators, and teacher trainees. On the other hand, since teacher authority is always value laden and culturally sensitive (Pace and Hemmings 2007), when teacher authority is discussed, it is important to consider its social, historical, and cultural contexts and connotations. For this reason, this entry comparatively examines teacher authority in the West and in China, so as to shed new light on the understanding of constructing legitimate teacher authority and point to new directions for teacher professionalism practice and policy in the future.
Teacher Authority in the West and China
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References
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Acknowledgments
This research is supported by Guangdong Educational Science Research Grant for the Thirteenth Five-Year Plan (Grant No. 2018GXJK039)
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Ke, X. (2019). Teacher Authority in the West and China. In: Peters, M. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_18-1
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DOI: https://doi.org/10.1007/978-981-13-1179-6_18-1
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