Since the 1990s, China’s teacher education has been undergoing radical transformations brought about by national policies for achieving educational excellence in the context of globalization and localization. This paper adopts a case study approach to investigate and compare how two teacher education institutions have implemented the national policy in the Chinese socio-political context from critical perspectives. The following research questions are examined to understand the implementation process: 1. in what ways the national policy is transferred to local policy players, and how the national policy is interpreted by local actors; 2. how the institutional missions and programs have been changed to implement the national reform; and 3. who mostly benefits from the implementation, and how. The author finds that the implementation of the teacher education policy is a one-way process with a top-down approach, and is employed as an instrument to redistribute political and financial resources in teacher education institutions. The study concludes that there exists a Chinese model of policy implementation in the East Asian context, and unearths some hidden policy issues for better understanding the complicated process of implementation which is deemed as a key to achieving policy success.
|Publication status||Published - 2010|
CitationLi, J. (2010, September). A Chinese model of the implementation of teacher education policy: A case study approach. Paper presented at the International Conference on Educational Research (ICER) 2010: Learning Communities for Sustainable Development, Khon Kaen University, Thailand.
- Teacher education
- Case study