Definition of teacher professional development

The Role of Chinese Normal Universities in the Professional Development of Teachers

By Jie Qi

A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy

Graduate Department of Theory and Policy Studies in Education Ontario Institute for Studies in Education University of Toronto

?Copyright by Jie Qi 2012

The Role of Chinese Normal Universities in the Professional Development of Teachers

Jie Qi

Doctor of Philosophy Theory and Policy Studies in Education

University of Toronto

2012

Abstract

The major purpose of the study was to analyze the role of the normal universities in China in the field of teacher professional development. In order to achieve this purpose, the following two questions guided this research: 1) What efforts are normal universities in China making in continuing teacher

education? 2) What are the factors that support or inhibit normal universities in these endeavors?

The research includes case studies of four Chinese normal universities as well as a comparison to the work of universities in Ontario, Canada. In-depth interviews were utilized as the major data collecting method, and document review was used as a supplementary method. The participants included university administrators, university teacher educators and government administrators.

The study outlined the current state of normal universities' work in the field of

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in-service teacher education by reviewing the larger policy context around teacher development in China and how it contributes to the development of this work. In addition, the study identified key issues and major challenges normal universities face in taking part in in-service teacher education system.

The study found that government policy on in-service teacher education in China is currently dominating the work of provincial governments and normal universities. The training programs delivered by normal universities are often university-based, intensive teacher learning and result from contracts between universities and either central or provincial governments. Normal universities often feel poorly prepared in terms of institutional structure, promotion standards, and the number of well-qualified teacher training experts. Although willing to take an important position in the overall in-service teacher training system, normal universities lack confidence that they will be given consistent policy and financial support and are unclear about the direction of in-service teacher education reform in the future.

Key findings of this study can be used to inform the role that Chinese Normal Universities might play in in-service teacher education that could lead to higher quality teaching and learning both at the university and school levels.

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Acknowledgements

This work could never have been completed without the support and encouragement of many individuals in my academic and social life. They have been inspiring me and challenging me to do my best all along this long journey. It is my turn to thank them.

First, of course, I must thank my supervisor Dr. Ben Levin for his careful and critical reading and insightful feedback from proposal to the complete version. Dr. Levin has guided, prodded, challenged, and supported my academic pursuits. Also, I must thank my committee members Dr. Hayhoe and Dr. Evans for their insightful suggestions and continuous support.

Gratitude must also be shared with my colleagues and friends at OISE who have connected with me over the years to check on my progress and offer support.

Finally, I must thank my biggest supporter and pillar of strength, my parents. I absolutely could not have accomplished this goal without their love and confidence in me.

Thank you--I love you all !

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Table of Contents

Abstract .............................................................................................................................................ii Acknowledgements .......................................................................................................................... iv Table of Contents .............................................................................................................................. v List of Tables .................................................................................................................................viii List of Figures ................................................................................................................................viii Chapter 1: Introduction ..................................................................................................................... 1

Rationale of the study............................................................................................................... 5 The call for a better alignment between initial and continuing teacher education ............ 5 Ethical responsibility......................................................................................................... 6 Knowledge exploration ..................................................................................................... 6

Research questions................................................................................................................... 6 Purposes of the study ............................................................................................................... 9 Significance of the study ........................................................................................................ 10 Definitions of terms................................................................................................................ 13 Chapter 2: Literature Review .......................................................................................................... 16 Teacher knowledge and teacher learning.............................................................................. 16

Teacher knowledge.......................................................................................................... 16 Teacher learning .............................................................................................................. 20 Summary of teacher knowledge and teacher learning..................................................... 24 Purposes of teacher PD and effective features of teacher PD .............................................. 25 Purposes .......................................................................................................................... 25 Effective professional development ................................................................................ 26 Summary of teacher PD and effective features of teacher PD ........................................ 29 Conceptual framework........................................................................................................... 30 The role of university ...................................................................................................... 30 Conceptual frame of the study ........................................................................................ 33 Different forms of university participation in teacher professional development................ 35 Professional development school (PDS) ......................................................................... 36 University-school network .............................................................................................. 39 Teacher networks ............................................................................................................ 42 Collaborative research/action research............................................................................ 43 Workshops/lectures ......................................................................................................... 45 Combined models ........................................................................................................... 46 Academic structure in universities for teacher professional development ........................... 49 Barriers to universities' involvement ................................................................................. 52 Summary of the conceptual framework ................................................................................ 54 Chapter summary ................................................................................................................... 54 Chapter 3: Methodology and Procedures........................................................................................ 57

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