商品簡介
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 transferrable to other sociopolitical contexts seeking to nurture world-class teachers and achieve educational excellence in a global age.
作者簡介
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 Hong Kong Institute of Education. He has wide international experiences in Africa, Canada, China, Japan and the United States, in addition to Hong Kong. He has extensively published on teacher education policy, comparative and international education and development, citizenship education, and China’s studies in culture, philosophy and education. His new publications on “The Chinese Model of Teacher Education” and “The Chinese University 3.0 in a Global Age” are forthcoming in Chinese Education Models in a Global Age by Springer in 2016 (Editors: Prudence Chou and Jonathon Spangler).
