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Teacher Education as an Institution ...

Ho, Ching Wai.

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Teacher Education as an Institution in China: A Discursive Study, 1949 -- Present.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher Education as an Institution in China: A Discursive Study, 1949 -- Present./
作者:	Ho, Ching Wai.
面頁冊數:	208 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.
Contained By:	Dissertation Abstracts International76-06A(E).
標題:	Educational sociology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3648781
ISBN:	9781321483208

Teacher Education as an Institution in China: A Discursive Study, 1949 -- Present.
Ho, Ching Wai.

Teacher Education as an Institution in China: A Discursive Study, 1949 -- Present. - 208 p.

Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.

Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2014.

This item must not be sold to any third party vendors.

The current study attempts to adopt a discursive institutionalist perspective to examine the formation and transformation of the teacher education institution of China since 1949. It argues that it is important to delineate how the different expectations and understandings about the teachers and their training and education from the different cultural contexts, often manifested as the educational ideas and experiences from different countries, may be interpreted, understood, and responded to by the socialist state. The current study has advanced the framework of discursive configuration to delineate how these expectations and understandings have been specified and justified across time. It contributes to enrich the sociological understanding of the dynamics of cultural interactions and exchanges without falling into the trap of overly simplistic arguments for convergence or divergence common in conventional institutional analysis.

ISBN: 9781321483208Subjects--Topical Terms:

519608
Educational sociology.

Teacher Education as an Institution in China: A Discursive Study, 1949 -- Present.
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500 $a Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.
500 $a Adviser: Suk Ying Wong.
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520 $a The current study attempts to adopt a discursive institutionalist perspective to examine the formation and transformation of the teacher education institution of China since 1949. It argues that it is important to delineate how the different expectations and understandings about the teachers and their training and education from the different cultural contexts, often manifested as the educational ideas and experiences from different countries, may be interpreted, understood, and responded to by the socialist state. The current study has advanced the framework of discursive configuration to delineate how these expectations and understandings have been specified and justified across time. It contributes to enrich the sociological understanding of the dynamics of cultural interactions and exchanges without falling into the trap of overly simplistic arguments for convergence or divergence common in conventional institutional analysis.
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