Autobiography and Teacher Development in China : Subjectivity and Culture in Curriculum Reform

This is the first investigation of the roles of autobiography in teacher education to be informed by concepts and examples from China, Europe, and North and South America. Unique and timely, this volume addresses multiple movements of teacher education reform worldwide. "Cover" -- "Title" -- "Copyright" -- "Contents" -- "Acknowledgments" -- "Introduction" -- "Chapter 1 On Teacher Development" -- "Chapter 2 Teacher Research and Learning: New Patterns and Challenges" -- "Chapter 3 Curriculum and Teaching in Recent Curriculum Policies in Brazil*" -- "Chapter 4 Philosophy for Children in China: Teacher Knowledge and Teacher Development" -- "Chapter 5 Autobiography, Intellectual Topographies, and Teacher Education*" -- "Chapter 6 Teachersâ#x80;#x99; Professional Development in China" -- "Chapter 7 Technologizing Teachersâ#x80;#x99; Professional Development?" -- "Chapter 8 Without Experience Is Teacher Development Possible?" -- "Chapter 9 Meaning-Making of Chinese Teachers in the Curriculum Reform*" -- "Epilogue: Teachers as Moral Intellectuals" -- "List of Contributors" "Autobiography and Teacher Development in China investigates the roles of autobiography in teacher education, as several scholars in China recontextualize Western conceptions of teacher development, combining them with uniquely Chinese cultural conceptions to articulate a reconceptualization of teacher development that holds worldwide significance. Framed by the work of Zhang Hua and William F. Pinar, these theoretical and practical essays point to an internationally inflected reconceptualization of teachers' professional development, pre-service and in-service. This volume addresses multiple movements of teacher education reform worldwide, focused on crafting a nationally distinctive course not only internationally, but also culturally, historically, and locally"-- Provided by publisher Front Matter....Pages i-vii Introduction....Pages 1-47 On Teacher Development....Pages 49-68 Teacher Research and Learning: New Patterns and Challenges....Pages 69-82 Curriculum and Teaching in Recent Curriculum Policies in Brazil....Pages 83-97 Philosophy for Children in China: Teacher Knowledge and Teacher Development....Pages 99-119 Autobiography, Intellectual Topographies, and Teacher Education....Pages 121-150 Teachers’ Professional Development in China....Pages 151-161 Technologizing Teachers’ Professional Development?....Pages 163-178 Without Experience Is Teacher Development Possible?....Pages 179-192 Meaning-Making of Chinese Teachers in the Curriculum Reform....Pages 193-211 Epilogue: Teachers as Moral Intellectuals....Pages 213-219 Back Matter....Pages 221-266