A Comparative Study of Teacher Admission Mechanisms in 
Chinese and Swedish Universities

Jingxuan Ouyang; Xue Yang

doi:10.47297/wspiedWSP2516-250001.20220606

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A Comparative Study of Teacher Admission Mechanisms in
Chinese and Swedish Universities

6卷第6期

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A Comparative Study of Teacher Admission Mechanisms in Chinese and Swedish Universities
A Comparative Study of Teacher Admission Mechanisms in Chinese and Swedish Universities
1. Gongqing College of Nanchang University
2. Nanchang University
2022年6卷第6期页码：193-216
纸质出版日期： 2022 ，
DOI：10.47297/wspiedWSP2516-250001.20220606
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A Comparative Study of Teacher Admission Mechanisms in Chinese and Swedish Universities[J]. 国际教育与发展（英文版）, 2022,6(6):193-216.

JINGXUAN OUYANG, XUE YANG. A Comparative Study of Teacher Admission Mechanisms in Chinese and Swedish Universities. [J]. Journal of international education and development, 2022, 6(6): 193-216.
A Comparative Study of Teacher Admission Mechanisms in Chinese and Swedish Universities[J]. 国际教育与发展（英文版）, 2022,6(6):193-216. DOI： 10.47297/wspiedWSP2516-250001.20220606.

JINGXUAN OUYANG, XUE YANG. A Comparative Study of Teacher Admission Mechanisms in Chinese and Swedish Universities. [J]. Journal of international education and development, 2022, 6(6): 193-216. DOI： 10.47297/wspiedWSP2516-250001.20220606.

摘要

Abstract

At this stage

Chinese colleges and universities lack experience in the admission of teachers

which has led to serious problems in the recruitment and evaluation of teachers

such as the origin and relationship theory

imperfect job analysis

and incomplete recruitment and assessment methods. In contrast

Sweden’s higher education level is at the forefront of the world

which stems from its good education system

and the recruitment system of teachers in Swedish colleges and universities has played an important role in promoting the development process of Swedish higher education. Its main advantages are reflected as follows: a clear work division among educational administrative agencies

a well-defined legal structure

strict evaluation and recruitment procedures

and an effective complaint system. Therefore

studying and learning from the experience of Swedish teacher admission mechanism can provide some inspiration to solve the problems in the teacher admission mechanism and practice of Chinese colleges and universities.

关键词

Keywords

Comparative studyTeacher Admission MechanismsUniversitiesChinaSweden

references

Wikstr?m, C. (2006). Education and assessment in Sweden. Assessment in Education, 13(01), 113-28.[2] Berggren, C. (2007). Broadening recruitment to higher education through the admission system: gender and class perspectives. Studies in Higher Education, 32(1), 97-116.[3] Ahola, S., Hedmo, T., Thomsen, J. P., & Vab?, A. (2014). Organisational features of higher education. Denmark, Finland, Norway and Sweden.[4] Olsson, T., & Rox?, T. (2013). Assessing and rewarding excellent academic teachers for the benefit of an organization. European Journal of Higher Education, 3(1), 40-61.[5] Flores, M. A., & Niklasson, L. (2014). Why do student teachers enrol for a teaching degree? A study of teacher recruitment in Portugal and Sweden. Journal of Education for Teaching, 40(4), 328-43.[6] Orr, D., & Hovdhaugen, E. (2014). ‘Second chance’routes into higher education: Sweden, Norway and Germany compared. International journal of lifelong education, 33(1), 45-61.[7] Darmody, M., & Smyth, E. (2016). Entry to programmes of initial teacher education. Dublin: Economic and Social Research Institute and the Teaching Council.