東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Navigating Professional Growth in Ru...

Li, Zixi,

FindBook

Google Book

Amazon

博客來

Navigating Professional Growth in Rural China: An Ethnographic Study of Teachers' Development Within Sociocultural Contexts /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Navigating Professional Growth in Rural China: An Ethnographic Study of Teachers' Development Within Sociocultural Contexts // Zixi Li.
作者:	Li, Zixi,
面頁冊數:	1 electronic resource (206 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-12, Section: A.
Contained By:	Dissertations Abstracts International86-12A.
標題:	Instructional design. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32113940
ISBN:	9798286427796

Navigating Professional Growth in Rural China: An Ethnographic Study of Teachers' Development Within Sociocultural Contexts /
Li, Zixi,

Navigating Professional Growth in Rural China: An Ethnographic Study of Teachers' Development Within Sociocultural Contexts /Zixi Li. - 1 electronic resource (206 pages)

Source: Dissertations Abstracts International, Volume: 86-12, Section: A.

Rural teachers in minority areas experience unique challenges and opportunities in their professional development (PD) due to sociocultural, geographic, and institutional factors. This study investigates how rural teachers in southwestern China perceive and engage in PD. Specifically, it examines the motivations and personal goals that shape rural teachers' participation, the environmental and institutional contexts that influence their professional growth, and the variety of PD activities teachers participate in. Using a combination of sociocultural theory and self-directed learning framework, the study employs a qualitative ethnographic approach that involves observations, interviews, documents, and artifact analysis, to capture the lived experiences of teachers in rural minority communities. Findings reveal that rural teachers often engage in diverse PD activities, including formal institutional programs, mentorship and peer learning, self-directed learning, collaborative initiatives, and informal experiential learning. Teachers navigate structural barriers through self-directed learning and community-based support while integrating cultural knowledge into their practices. This study contributes to the literature on rural teacher PD by providing empirical insights into professional learning in minority contexts and highlighting the need for culturally responsive, community-based PD frameworks. Policy and practical recommendations include strengthening localized PD initiatives, leveraging digital learning tools, and fostering mentorship networks to enhance teachers' professional growth in underserved areas. Future research should explore comparative studies beyond Yunnan Province and examine the impact of teachers' PD on student learning outcomes in minority regions.

English

ISBN: 9798286427796Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Education equity

Navigating Professional Growth in Rural China: An Ethnographic Study of Teachers' Development Within Sociocultural Contexts /
LDR:03369nmm a22004453i 4500 001 2435543
005 20251009101018.5
006 m o d
007 cr|nu||||||||
008 261011s2025 miu||||||m |||||||eng d
020 $a 9798286427796
035 $a (MiAaPQD)AAI32113940
035 $a AAI32113940
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Li, Zixi, $e author. $0 (orcid)0000-0003-1004-8967 $3 3825867
245 1 0 $a Navigating Professional Growth in Rural China: An Ethnographic Study of Teachers' Development Within Sociocultural Contexts / $c Zixi Li.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2025
300 $a 1 electronic resource (206 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-12, Section: A.
500 $a Advisors: Bonk, Curtis J. Committee members: Boling, Elizabeth; Treff, Marjorie; Danish, Joshua.
502 $b Ph.D. $c Indiana University $d 2025.
520 $a Rural teachers in minority areas experience unique challenges and opportunities in their professional development (PD) due to sociocultural, geographic, and institutional factors. This study investigates how rural teachers in southwestern China perceive and engage in PD. Specifically, it examines the motivations and personal goals that shape rural teachers' participation, the environmental and institutional contexts that influence their professional growth, and the variety of PD activities teachers participate in. Using a combination of sociocultural theory and self-directed learning framework, the study employs a qualitative ethnographic approach that involves observations, interviews, documents, and artifact analysis, to capture the lived experiences of teachers in rural minority communities. Findings reveal that rural teachers often engage in diverse PD activities, including formal institutional programs, mentorship and peer learning, self-directed learning, collaborative initiatives, and informal experiential learning. Teachers navigate structural barriers through self-directed learning and community-based support while integrating cultural knowledge into their practices. This study contributes to the literature on rural teacher PD by providing empirical insights into professional learning in minority contexts and highlighting the need for culturally responsive, community-based PD frameworks. Policy and practical recommendations include strengthening localized PD initiatives, leveraging digital learning tools, and fostering mentorship networks to enhance teachers' professional growth in underserved areas. Future research should explore comparative studies beyond Yunnan Province and examine the impact of teachers' PD on student learning outcomes in minority regions.
546 $a English
590 $a School code: 0093
650 4 $a Instructional design. $3 3172279
650 4 $a Teacher education. $3 3172312
650 4 $a Education. $3 516579
653 $a Education equity
653 $a Ethnic minority education
653 $a Multicultural education
653 $a Rural education
653 $a Self-directed professional development
653 $a Teacher professional development
690 $a 0447
690 $a 0530
690 $a 0515
710 2 $a Indiana University. $b School of Education. $e degree granting institution. $3 3815785
720 1 $a Bonk, Curtis J. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-12A.
790 $a 0093
791 $a Ph.D.
792 $a 2025
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32113940