China's Quest for World-Class Teachers: A Rational Model of National Initiatives and Institutional Transformations

Autor/in	Li, Jun
Titel	China's Quest for World-Class Teachers: A Rational Model of National Initiatives and Institutional Transformations
Quelle	In: Asia-Pacific Journal of Teacher Education, 41 (2013) 3, S.316-330 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2013.809053
Schlagwörter	Foreign Countries; Teacher Education; Educational Change; Educational Policy; Educational Testing; Teacher Effectiveness; Educational History; Interviews; Case Studies; Institutional Mission; Academic Degrees; Labor Force; Educational Strategies; Program Implementation; Administrative Organization; Content Analysis; Educational Assessment; Institutional Evaluation; China; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; Bildungsreform; Politics of education; Bildungspolitik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; History of education; Bildungsgeschichte; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Labour force; Arbeitskraft; Erwerbsbevölkerung; Lehrstrategie; Inhaltsanalyse; Education; assessment; Bewertungssystem
Abstract	Teacher education has been undergoing significant transformations worldwide in recent decades, and China has made continuous efforts in its quest for world-class teachers. This paper aims at a comprehensive investigation of the complex policy process in China's national initiatives to nurture a world-class teaching force, with qualitative findings from a case study. It focuses on policy initiatives in China's unique sociocultural context, system transformations and developmental challenges from a rational prospective. Meanwhile, the challenges of institutional change and the limitations to change are examined within two frames -- the contextually less amenable to change and the institutionally remediable. Policy implications for teacher education reform in the future are illustrated within these two frames. Lastly, this paper concludes that, along with its rising status, in terms of excellence in educational performance and students' academic achievement as shown in PISA 2009, China provides an alternative model for building a world-class teaching force and this may have multiple implications for the international community in an age of globalisation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10