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Teachers' lives and struggles in a context of education reforms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' lives and struggles in a context of education reforms./
Author:	Ho, Yuk Fan.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2005,
Description:	394 p.
Notes:	Source: Dissertations Abstracts International, Volume: 68-06, Section: A.
Contained By:	Dissertations Abstracts International68-06A.
Subject:	Educational sociology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3222662
ISBN:	9780542759970

Teachers' lives and struggles in a context of education reforms.
Ho, Yuk Fan.

Teachers' lives and struggles in a context of education reforms. - Ann Arbor : ProQuest Dissertations & Theses, 2005 - 394 p.

Source: Dissertations Abstracts International, Volume: 68-06, Section: A.

Thesis (Ed.D.)--The Chinese University of Hong Kong (Hong Kong), 2005.

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

Hong Kong educational system has faced drastic changes. In the past few years, there are various reform policies being implemented in view of the changes and needs in the new global economy. Grounded in the perspective of symbolic interactionism, the present life histories research studies the transformation of secondary school teachers' lives in the local context of education reforms, from 1997 to 2005. The results reveal how teachers narrate the teaching profession as pilgrimage, which explains the formation of the moral identity and the frame of reference of the practitioners. Teachers treasure humanistic values, believe in development of young people through "life-to-life" long-term interaction, and trust in emancipation through education that delivers knowledge, fosters civic development and personal growth. However, in the context of education reforms dominated by the neoliberal, managerial and performativity discourse, the pilgrimage and its heritage have been threatened. The meso context, including the leadership style of principals and the organizational relationship among teachers, has impact on teachers comparable to that of the macro context of education reforms. It is through the meso context that education reforms are mediated, or distorted, in school level. Ontological narratives of teachers have become fragmented, as their character is being corroded in a context of education reforms and school culture that revitalize and redefine professional identity under the hegemonic discourse. Teachers engage in a reflexive project, which is a dynamic interaction of the self and the social context, with a role to be played by self-conscious emotions. Discussions would be made on the need for rebuilding the narrative identity of the teaching profession, together with the implications on implementation of education reforms in the local context.

ISBN: 9780542759970Subjects--Topical Terms:

519608
Educational sociology.
Subjects--Index Terms:

China

Teachers' lives and struggles in a context of education reforms.
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500 $a Source: Dissertations Abstracts International, Volume: 68-06, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Kwong, Tsang Wing.
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506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Hong Kong educational system has faced drastic changes. In the past few years, there are various reform policies being implemented in view of the changes and needs in the new global economy. Grounded in the perspective of symbolic interactionism, the present life histories research studies the transformation of secondary school teachers' lives in the local context of education reforms, from 1997 to 2005. The results reveal how teachers narrate the teaching profession as pilgrimage, which explains the formation of the moral identity and the frame of reference of the practitioners. Teachers treasure humanistic values, believe in development of young people through "life-to-life" long-term interaction, and trust in emancipation through education that delivers knowledge, fosters civic development and personal growth. However, in the context of education reforms dominated by the neoliberal, managerial and performativity discourse, the pilgrimage and its heritage have been threatened. The meso context, including the leadership style of principals and the organizational relationship among teachers, has impact on teachers comparable to that of the macro context of education reforms. It is through the meso context that education reforms are mediated, or distorted, in school level. Ontological narratives of teachers have become fragmented, as their character is being corroded in a context of education reforms and school culture that revitalize and redefine professional identity under the hegemonic discourse. Teachers engage in a reflexive project, which is a dynamic interaction of the self and the social context, with a role to be played by self-conscious emotions. Discussions would be made on the need for rebuilding the narrative identity of the teaching profession, together with the implications on implementation of education reforms in the local context.
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