Utilizing a case study method and a Multiperspectival Approach, this volume presents a pioneering, in-depth study about China’s teacher education policy since the 1990s. It critically investigates the rational, dynamic and complex implementation process taking place at the micro institutional level for the transformations of teacher education institutions. The book first introduces the sociopolitical and cultural background of China’s teacher education system and its challenges under the condition of globalization, and illustrates major national initiatives for nurturing highly qualified teachers. It then explores new teachers’ identities in an era of enhanced professionalism, uncovers the ways they reflect China’s teacher education reform, and distills the rationales behind these policy actions. This is followed by an analytic presentation of the findings of the case study of a provincial normal university, with a particular focus on such core pieces of the implementation jigsaw as policy flow, the dynamism of implementation, sociopolitical and cultural confluence, and institutional barriers in the complex process. Lastly, the book unravels key recommendations and implications for policy implementation studies from the China policy case, and constructs a Chinese Zhong-Yong Model of policy implementation, and sheds new light on policy studies of teacher education reform in particular and public policy in general, which may be transferable to other sociopolitical contexts seeking to nurture world-class teachers and achieve educational excellence in a global age.
विषयसूची
Chapter 1 Introduction.- Chapter 2 The context of Teacher Education in China: A comprehensive review.- Chapter 3 Policy actions for world-class teachers.- Chapter 4 Why the policy?.- Chapter 5 The Multiperspectival Approach and the Operational Analytic Model.- Chapter 6 The Implementation case: Yangtze Normal University.- Chapter 7 The policy flow and institutional mission for the implementation.- Chapter 8 The implementation in complications: A dynamic process.- Chapter 9 The sociopolitical and cultural confluence: A complex jigsaw.- Chapter 10 Conclusion: A Chinese
Zhong-Yong Model of policy implementation.
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Jun LI is Chairman of the Hong Kong Educational Research Association (HKERA), Past President of the Comparative Education Society of Hong Kong (CESHK), Deputy Director and Associate Professor of Education Policy Unit at the Faculty of Education of Hong Kong University. He is also a research fellow of the OECD Program for International Student Assessment (PISA) Hong Kong Centre at the Chinese University of Hong Kong, and of the Centre for Governance and Citizenship at the Education University of Hong Kong. He began his studies on education in 1982, and since then has accumulated wide international experiences in Africa, East and South-East Asia, and North America, in addition to Hong Kong and the greater China region. Currently he is leading two ear-marked research projects, i.e., “China-Africa University Partnerships in Education and Training: Students, Trainees, Teachers and Researchers” (The Research Grants Committee General Research Fund, Ref.: HKU 842912H) and “World-class Universities, Publication and Research Assessment: Rethinking the Mission of Higher Education in the Global Age” (The Research Development Fund of Worldwide Universities Networks, Ref.: 4930217). He has extensively published on teacher education policy, comparative and international higher education and development, citizenship education, and China’s studies in culture, philosophy and education. In addition to this authored book on teacher education policy in China, his new publications include “The Chinese University 3.0 in a Global Age: History, Modernity and Future” and “The Chinese Model of Teacher Education: The Humanist Way for Chinese Learners, Teachers and Schools”, both in
Chinese Education Models in a Global Age by Springer in 2016.
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