國立虎尾科技大學 |

Teacher Educator International Professional Development as Ren

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teacher Educator International Professional Development as Ren/ by Laura Blythe Liu.
作者:	Liu, Laura Blythe.
面頁冊數:	XIII, 120 p. 3 illus.online resource. :
Contained By:	Springer Nature eBook
標題:	Teaching. -
電子資源:	https://doi.org/10.1007/978-3-662-46971-2
ISBN:	9783662469712

Teacher Educator International Professional Development as Ren
Liu, Laura Blythe.

Teacher Educator International Professional Development as Ren[electronic resource] /by Laura Blythe Liu. - 1st ed. 2015. - XIII, 120 p. 3 illus.online resource. - New Frontiers of Educational Research,2195-3473. - New Frontiers of Educational Research,.

Conceptualizing Achievement in an Era of Globalization -- Teacher Educator International Professional Development -- Aesthetic Narrative Inquiry -- ntegrity as Complementary Contrasts -- Teacher Educator International Professional Development as仁 (ren) -- Global Implications for Evolving Conceptions of Achievement.

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 policy for 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. .

ISBN: 9783662469712

Standard No.: 10.1007/978-3-662-46971-2doiSubjects--Topical Terms:

555255
Teaching.

LC Class. No.: LB1024.2-1050.75

Dewey Class. No.: 370.711

Teacher Educator International Professional Development as Ren
LDR:03964nam a22004215i 4500 001 966965
003 DE-He213
005 20200919071230.0
007 cr nn 008mamaa
008 201211s2015 gw | s |||| 0|eng d
020 $a 9783662469712 $9 978-3-662-46971-2
024 7 $a 10.1007/978-3-662-46971-2 $2 doi
035 $a 978-3-662-46971-2
050 4 $a LB1024.2-1050.75
050 4 $a LB1705-2286
072 7 $a JNMT $2 bicssc
072 7 $a EDU046000 $2 bisacsh
072 7 $a JNMT $2 thema
082 0 4 $a 370.711 $2 23
100 1 $a Liu, Laura Blythe. $e author. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1262601
245 1 0 $a Teacher Educator International Professional Development as Ren $h [electronic resource] / $c by Laura Blythe Liu.
250 $a 1st ed. 2015.
264 1 $a Berlin, Heidelberg : $b Springer Berlin Heidelberg : $b Imprint: Springer, $c 2015.
300 $a XIII, 120 p. 3 illus. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
490 1 $a New Frontiers of Educational Research, $x 2195-3473
505 0 $a Conceptualizing Achievement in an Era of Globalization -- Teacher Educator International Professional Development -- Aesthetic Narrative Inquiry -- ntegrity as Complementary Contrasts -- Teacher Educator International Professional Development as仁 (ren) -- Global Implications for Evolving Conceptions of Achievement.
520 $a 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 policy for 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. .
650 0 $a Teaching. $3 555255
650 1 4 $a Teaching and Teacher Education. $3 783596
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783662469729
776 0 8 $i Printed edition: $z 9783662469705
776 0 8 $i Printed edition: $z 9783662516485
830 0 $a New Frontiers of Educational Research, $x 2195-3473 $3 1261309
856 4 0 $u https://doi.org/10.1007/978-3-662-46971-2
912 $a ZDB-2-SHU
912 $a ZDB-2-SXED
950 $a Humanities, Social Sciences and Law (SpringerNature-11648)
950 $a Education (R0) (SpringerNature-43721)