Overview
- 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
Part of the book series: Education in the Asia-Pacific Region: Issues, Concerns and Prospects (EDAP, volume 34)
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Table of contents (10 chapters)
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Front Matter
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Back Matter
Keywords
About this book
Reviews
“With the remarkable success of Chinese students in recent PISA scores, the world's attention has been drawn to China’s teachers. This volume provides a wealth of insight into patterns of teacher formation in China, the rich educational civilization that undergirds them and the way in which policy is transformed into action in one typical teacher education institution. With doctorates in both Chinese history and international educational policy, as well as a wealth of teaching and research experience in Shanghai, Hong Kong, Tokyo, Washington D.C. and Toronto, Jun Li sheds fascinating new light on a topic of great current interest in global circles.” (Ruth Hayhoe, University of Toronto)
“This groundbreaking book is the first of its kind in the empirical, critical and systematic examination of China’s policy implementation for a world-class teacher education system over the past decades. The insightful findings and timely implications from China deserve serious attention ofeducational policymakers, implementers and researchers globally, and should serve as an authentic and authoritative source to more comprehensively understand the success and failure of China’s teacher education reform.” (Xudong Zhu, Beijing Normal University)“The field of policy studies embraces an array of theoretical orientations that scholars can draw upon to analyze education policy developments. Jun Li guides the reader through this dense theoretical thicket and explains how and why he uses a prominent multiperspectival approach to frame his study of teacher education reform in China. This engaging work illustrates how the thoughtful application of multiple perspectives can enrich our understanding of the complexities inherent in policy implementation.” (Betty Malen, University of Maryland)
Authors and Affiliations
About the author
Bibliographic Information
Book Title: Quest for World-Class Teacher Education?
Book Subtitle: A Multiperspectival Study on the Chinese Model of Policy Implementation
Authors: Jun Li
Series Title: Education in the Asia-Pacific Region: Issues, Concerns and Prospects
DOI: https://doi.org/10.1007/978-981-10-0837-5
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: Springer Science+Business Media Singapore 2016
Hardcover ISBN: 978-981-10-0835-1Published: 03 August 2016
Softcover ISBN: 978-981-10-9265-7Published: 07 June 2018
eBook ISBN: 978-981-10-0837-5Published: 25 July 2016
Series ISSN: 1573-5397
Series E-ISSN: 2214-9791
Edition Number: 1
Number of Pages: XXX, 243
Number of Illustrations: 15 b/w illustrations
Topics: International and Comparative Education, Teaching and Teacher Education, Higher Education, Administration, Organization and Leadership, Educational Policy and Politics, Assessment, Testing and Evaluation