T-Space at The University of Toronto Libraries >
School of Graduate Studies - Theses >
Please use this identifier to cite or link to this item:
|Title: ||The Role of Chinese Normal Universities in the Professional Development of Teachers|
|Authors: ||Qi, Jie|
|Advisor: ||Levin, Ben|
|Department: ||Theory and Policy Studies in Education|
|Keywords: ||normal universities|
teacher professional development
|Issue Date: ||31-Aug-2012|
|Abstract: ||The major purpose of the study was to analyze the role of the normal universities in China in the field of teacher professional development. In order to achieve this purpose, the following two questions guided this research:
1) What efforts are normal universities in China making in continuing teacher education?
2) What are the factors that support or inhibit normal universities in these endeavors?
The research includes case studies of four Chinese normal universities as well as a comparison to the work of universities in Ontario, Canada. In-depth interviews were utilized as the major data collecting method, and document review was used as a supplementary method. The participants included university administrators, university teacher educators and government administrators.
The study outlined the current state of normal universities’ work in the field of in-service teacher education by reviewing the larger policy context around teacher development in China and how it contributes to the development of this work. In addition, the study identified key issues and major challenges normal universities face in taking part in in-service teacher education system.
The study found that government policy on in-service teacher education in China is currently dominating the work of provincial governments and normal universities. The training programs delivered by normal universities are often university-based, intensive teacher learning and result from contracts between universities and either central or provincial governments. Normal universities often feel poorly prepared in terms of institutional structure, promotion standards, and the number of well-qualified teacher training experts. Although willing to take an important position in the overall in-service teacher training system, normal universities lack confidence that they will be given consistent policy and financial support and are unclear about the direction of in-service teacher education reform in the future.
Key findings of this study can be used to inform the role that Chinese Normal Universities might play in in-service teacher education that could lead to higher quality teaching and learning both at the university and school levels.|
|Appears in Collections:||Doctoral|
Items in T-Space are protected by copyright, with all rights reserved, unless otherwise indicated.