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ERIC Number: EJ897326
Record Type: Journal
Publication Date: 2010-Aug
Pages: 15
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1366-4530
Developing Professional Knowledge about Teachers through Metaphor Research: Facilitating a Process of Change
Zhao, Hongqin; Coombs, Steven; Zhou, Xing
Teacher Development, v14 n3 p381-395 Aug 2010
This paper draws upon research evidence obtained as metaphors from biographical narrative interviews of Mandarin teachers of English working in China, which has illustrated the problems of teachers adapting to change in Chinese schools. The research has attempted to explore teachers' professional adaptation under strenuous challenges, that is, the need to cater for school performance league tables and the new Chinese National Curriculum. While some teachers appear to be more open towards the new challenges, many others are alienated. The research suggests that this phenomenon can be explained by the wider Chinese context of educational policies that seek decentralization and marketization. This process of educational and cultural change is discussed in terms of what continuing professional development best facilitates teachers to cope with and embrace this emerging educational agenda. An appropriate CPD program is identified and recommended that seeks to develop a "critical and creative-thinking" education system that both empowers and supports teachers to engage within a forward-looking knowledge economy. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China