This entry of research notes reported on a systematic review of the historical development of teacher education institution in China since 1949. It examined the changes of expected qualities of teachers in successive reforms of the institution. Textual analysis has been adopted as the principal research method to uncover the meanings of different ideals of teachers across time. It examined how the expected qualities of teacher and their education have been described and explained in different waves of reforms. The study identified an expansion of the set of expected qualities of teacher and their education. It also identified an expansion in the frame of reference in which those qualities are understood in relation to local and global contexts. Lastly, the study explored the sociological meanings of these changes and proposed possible future research directions. Copyright © 2015 Hong Kong Sociological Association.
|Journal||Social Transformations in Chinese Societies|
|Publication status||Published - 2015|