Overview
- Deepens teacher and teacher educator appreciation for our 21st century need for greater global connectivity and understanding via international professional development
- Explores three aspects of faculties’ international professional development: (1) personal and professional, (2) practitioner- and research-based, and (3) aesthetic and pragmatic
- Increases understanding of Chinese teacher education faculty perspectives on international learning and global participation.
- Includes supplementary material: sn.pub/extras
Part of the book series: New Frontiers of Educational Research (NFER)
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Table of contents (7 chapters)
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Front Matter
Keywords
About this book
Teacher-educator international professional development involves personal and professional, research- and practice-oriented, and pragmatic and aesthetic growth. This text encourages teacher educators to explore this work as Ren, or benevolent human beings, in cultivating global professional communities. As faculties engage in Ren as a vital 21st century form of development, new insights may emerge for how to revive and apply this concept in our changing global society. This text begins by discussing evolving concepts of achievement in an era of globalization, contrasting comparative conquest with global notions of relational integrity. Evolving aspects of achievement in 21st century China are also included. The text goes on to explore aspects of 21st century teacher quality and professional development, before presenting a theoretical framework for the international professional development of teacher education faculties as a process of becoming professional individuals, research-based practitioners, and aesthetic engineers. Narrative inquiry, including the aesthetic approach employed in this text, is described as the research method used to explore the development of 15 faculty participants in this text’s case study of one teacher education research center at a Chinese university. Findings from the author’s two-year immersion at the research site involve three overarching “complementary contrasts,” or “tensions held in balance,” across the 15 faculties in this study. These tensions included harmonizing (1) community and individuality, (2) adaptability and expression, and (3) authority and compassion. The findings are discussed in light of the original theoretical framework for teacher-educator international professional development by integrating participant interviews, research publications, and further observations into current academic discourse. The text concludes by offering implications for teacher-education practice, research, and policyfor China, and other countries including the U.S., and suggests how the findings connect to global academic discourses on teacher-educator professional development across international settings.
Authors and Affiliations
About the author
Bibliographic Information
Book Title: Teacher Educator International Professional Development as Ren
Authors: Laura Blythe Liu
Series Title: New Frontiers of Educational Research
DOI: https://doi.org/10.1007/978-3-662-46971-2
Publisher: Springer Berlin, Heidelberg
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer-Verlag Berlin Heidelberg 2015
Hardcover ISBN: 978-3-662-46970-5Published: 09 June 2015
Softcover ISBN: 978-3-662-51648-5Published: 18 October 2016
eBook ISBN: 978-3-662-46971-2Published: 26 May 2015
Series ISSN: 2195-3473
Series E-ISSN: 2195-349X
Edition Number: 1
Number of Pages: XIII, 120
Number of Illustrations: 3 b/w illustrations
Topics: Teaching and Teacher Education