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China's quest for world-class teachers: a rational model of national initiatives and institutional transformations.

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Title: China's quest for world-class teachers: a rational model of national initiatives and institutional transformations.
Authors: Li, Jun1 (AUTHOR) junli@cuhk.edu.hk
Source: Asia-Pacific Journal of Teacher Education. Aug2013, Vol. 41 Issue 3, p316-330. 15p. 1 Diagram, 1 Chart.
Subject Terms: *Teacher training, *Academic achievement, *Educational change, *Educational innovations
Geographic Terms: China
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. [ABSTRACT FROM AUTHOR]
Copyright of Asia-Pacific Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: China's quest for world-class teachers: a rational model of national initiatives and institutional transformations.
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  Data: <searchLink fieldCode="AR" term="%22Li%2C+Jun%22">Li, Jun</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> junli@cuhk.edu.hk</i>
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  Data: <searchLink fieldCode="JN" term="%22Asia-Pacific+Journal+of+Teacher+Education%22">Asia-Pacific Journal of Teacher Education</searchLink>. Aug2013, Vol. 41 Issue 3, p316-330. 15p. 1 Diagram, 1 Chart.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+innovations%22">Educational innovations</searchLink>
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  Label: Abstract
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  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Asia-Pacific Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/1359866X.2013.809053
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      – Code: eng
        Text: English
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        PageCount: 15
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    Subjects:
      – SubjectFull: Teacher training
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Educational change
        Type: general
      – SubjectFull: Educational innovations
        Type: general
      – SubjectFull: China
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      – TitleFull: China's quest for world-class teachers: a rational model of national initiatives and institutional transformations.
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              Text: Aug2013
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