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Teaching-research Officers in Educat...

Shen, Wei.

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Teaching-research Officers in Educational Quality Assurance System of Mainland China: Changes in their Roles, Identities and Agency in H City.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teaching-research Officers in Educational Quality Assurance System of Mainland China: Changes in their Roles, Identities and Agency in H City./
作者:	Shen, Wei.
面頁冊數:	408 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
Contained By:	Dissertation Abstracts International74-07A(E).
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3537602
ISBN:	9781267985187

Teaching-research Officers in Educational Quality Assurance System of Mainland China: Changes in their Roles, Identities and Agency in H City.
Shen, Wei.

Teaching-research Officers in Educational Quality Assurance System of Mainland China: Changes in their Roles, Identities and Agency in H City. - 408 p.

Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.

Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2012.

In Western countries as well as China, establishing accountability mechanisms is regarded as an important strategy for improvement of educational quality. The state, which is the main sponsor and coordinator of public education, attempts to ensure educational quality with varying degrees of supervision. Teaching-research office, a local quality assurance mechanism for teaching and learning in Mainland China, plays a dual role in education accountability and teacher development. How do teaching-research officers elaborate their prescribed roles? What is the relationship between the government and the teaching-research officers? To what extent are they committed to teacher development? Identity construction theory is helpful to addressing the above questions. Therefore, from the perspective of morphogenesis, this study chooses teaching-research officers of H city as a case of investigation by exploring their roles, identities and agency in the educational quality assurance system.

ISBN: 9781267985187Subjects--Topical Terms:

626645
Education, Administration.

Teaching-research Officers in Educational Quality Assurance System of Mainland China: Changes in their Roles, Identities and Agency in H City.
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100 1 $a Shen, Wei. $3 1288079
245 1 0 $a Teaching-research Officers in Educational Quality Assurance System of Mainland China: Changes in their Roles, Identities and Agency in H City.
300 $a 408 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
500 $a Advisers: Nai-kwai Leslie Lo; Man-hong Lai.
502 $a Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2012.
520 $a In Western countries as well as China, establishing accountability mechanisms is regarded as an important strategy for improvement of educational quality. The state, which is the main sponsor and coordinator of public education, attempts to ensure educational quality with varying degrees of supervision. Teaching-research office, a local quality assurance mechanism for teaching and learning in Mainland China, plays a dual role in education accountability and teacher development. How do teaching-research officers elaborate their prescribed roles? What is the relationship between the government and the teaching-research officers? To what extent are they committed to teacher development? Identity construction theory is helpful to addressing the above questions. Therefore, from the perspective of morphogenesis, this study chooses teaching-research officers of H city as a case of investigation by exploring their roles, identities and agency in the educational quality assurance system.
520 $a The data of this qualitative research were collected through the adoption of three research methods. First, interviews were conducted with 30 teaching-research officers, 9 teachers and 3 educational administrators. Second, teaching-research officers' meetings, as well as class observation and demonstration conducted by teaching-research officers were observed first hand. Third, relevant documents including official newsletters and work plans, internal journals of teaching research offices were collected. Nvivo 8 was adopted to analyze the interview transcripts, field notes of observation, and relevant documents.
520 $a This study has three major findings. First, teacher-research officers played four principals roles: supervisor, administrator, director and researcher. These roles, however, varied in accordance with the governmental requirements and needs in different historical periods. Before 1949, the teaching-research officers were supervisors for educational quality. They were excellent teachers that were recruited by educational supervision institutions, and thus were given with administrative authority. Between 1949 and 1990, these teacher-supervisors were classified as professional teaching-research officers who were in charge of teaching administration and teacher development. Although they were no longer conaidned educational administrators since 1990, the teaching-research officers still maintained a certain degree of administrative authority and exercised influence in educational administration. Since the launch of the 8th curriculum reform in China at the advent of the 21 st century, the role teaching-research officers as researchers have been greatly emphasized. Nevertheless, an analysis of teaching-research officers' working rhythm and role metaphor indicates that the quality assurance system has fallen short of providing support to develop the research competence of teaching-research officers. Consequently, state intervention remains the key factor in defining the role of teaching-research officers.
520 $a Second, the social identities of teaching-research officers demonstrate accountability-oriented characteristics in the context of curriculum reform. Personal concerns enable teaching-researcher officers to construct four types of identities at the individual level. Structure-concerns lead certain officer to treat project research as top priority in their practice and allow them to obtain value recognition during research. This type of officers regards themselves as researchers. For those officers who mainly focus on structural concerns, but supplemented their work with individual concerns, analysis of teaching materials one considered the most important aspect of their work while the refinement of test construction consumes most of their times. An awkward "scarecrow" is used as their role metaphor. For those officers who mainly focus on individual concerns, but supplemented their work with structural concerns, insist on guiding teacher practice on the one hand, and accept the working logic of the accountability-oriented approach, on the other. Their perpetual task is to maintain harmony between the two. A pathbreaker in haste is the role metaphor adopted. Officers who are individual-concern persons attempt to deal with accountability-oriented work, and spend extra time mentoring teachers. Career fulfillment comes from appreciation of teachers. A rookie is the role metaphor adopted.
520 $a Third, the degree of agency and commitment of teaching-research officers varied with their views on public examinations, personal experience, and structural support. It is not public examinations but personal experience that had direct an impact on the agency of the teaching-research officers. Specifically, the knowledge and ability of teaching-research officers, as well as the degree of structural support that they receive, have a direct effect on their agency and commitment. Teaching-research officers who have make a steady commitment to teacher development, have to give consideration to quality structural concerns, and in addressing these concerns, gain personal growth or structural rewards.
520 $a This study contributes to filling the void in current research that neglete to the investigation into the educational quality assurance, staff who work for. The perspective of structure-agent interaction is used to analyze how teaching-research officers construct their identities in Chinese educational reform context. It is a local exploration of Margaret Archer's morphogenesis theory. It enriches western educational leadership theory, and provides policy suggestion on the orientation and development of teaching-research officer. (Abstract shortened by UMI.).
590 $a School code: 1307.
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710 2 $a The Chinese University of Hong Kong (Hong Kong). $b Education. $3 2100819
773 0 $t Dissertation Abstracts International $g 74-07A(E).
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792 $a 2012
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