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Teacher Educator International Professional Development as Ren (Hardcover, 2015 ed.)
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Teacher Educator International Professional Development as Ren (Hardcover, 2015 ed.)
Series: New Frontiers of Educational Research
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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.
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