Titlebook: Autobiography and Teacher Development in China; Subjectivity and Cul Zhang Hua,William F. Pinar Book 2015 Palgrave Macmillan, a division of

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BACLE

On Teacher Development,cation and the reform of teacher education are interdependent and reciprocal. China’s New Curriculum Reform of basic education has been underway for 14 years. It has now entered a key stage of “re-start.” How to reconstruct teacher education from a panoramic view of theory, practice, and policy is a

Indigence

Teacher Research and Learning: New Patterns and Challenges,e teacher. Profound knowledge of specific subject matter and proficiency in teaching represent the apex of teachers’ professionalism. In this form of “technical rationality,” teaching was the application of educational theory that was allegedly universally effective. Teaching was considered a techni

extinct

Esalate

alleviate

,Teachers’ Professional Development in China,d to control the time deployed for teaching and learning, the implementation of teaching models or focusing on one of teaching strategies, such as students’ homework or teachers’ research—animated by China’s national curriculum reform—is dedicated to improving students’ academic performance. There i

友好關(guān)系

,Technologizing Teachers’ Professional Development?,choolteachers’ ability to apply information technology. Accordingly the MoE issued a new “standard”—the . (May 2014)—in order to standardize such ability, so as to “promote the informationalization of education, deepen curriculum reform,” and to “l(fā)ay a solid foundation for teachers’ professional aut

reserve

Without Experience Is Teacher Development Possible?, of our present circumstances is considerable, provided that curriculum supplies encounters with those intellectual histories within which present circumstances become intelligible. Through opportunities for solitary study as well as dialogical encounter, the educational experience on which teacher

艦旗

口訣法

Epilogue: Teachers as Moral Intellectuals,y do Confucian teachers and intellectuals advocate morality and self-cultivation? What are the characteristics of Confucian teachers? What is the Confucian vision of teacher development and education? I suggest that the exploration of these questions contributes to the reconceptualization of teacher