Quest for World-Class Teacher Education?

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.

Uniquely proposes and employs a Multiperspectival Approach to education policy studies based on a case-study method Comprehensively scrutinizes the rationality, dynamism and complexity of the implementation of China's teacher education policy since the 1990s A groundbreaking study in its own right Critically reviews and reflects on China's experiences with teacher education reform in a global age Culturally identifies key factors in the success or failure of educational reform Empirically constructs a Chinese Zhong-Yong Model of policy implementation Solidly reaffirms teacher education policies as the key to nurturing world-class teachers and achieving educational excellence

Autorentext

Ruth Hayhoe is a professor at the Ontario Institute for Studies in Education of the University of Toronto. Jun Li is an assistant professor in international education policy at the Hong Kong Institute of Education. Jing Lin is a professor of international education policy at the University of Maryland, College Park. Qiang Zha is an assistant professor at York University.

Inhalt
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.