Grouplised Schools in China

Teacher Agency under Neoliberal Influences
1. Auflage 2023
ISBN: 978-1-032-51028-6
Verlag: Routledge

Buch, Englisch, 136 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 379 g

This book presents how neoliberal trends, as reflected in the grouplised school structure, affect teachers’ professional learning and daily practice, and discusses how teacher agency is enabled and constrained at both individual and collective levels.

The author interviewed teachers and administrators from eight different grouplised schools. He argues that the neoliberal trends in high-stakes accountability largely constrained teacher agency. School grouplisation was generally top-down, and a bottom-up structure is needed to support teachers' professional growth. Collective agency and administrator support could protect students against the neoliberal trends in education by enabling teachers to make conscious, moral decisions and take actions in their daily practice. He further identifies principles of invoking collective agency among teachers and proposes suggestions for educational reform implementation in neoliberal contexts.

Policymakers, school administrators and teachers interested in grouplised schools and collective agency may find this book insightful.

Zielgruppe

Academic, Postgraduate, and Professional Reference

Autoren/Hrsg.

Fu, Guopeng

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

1 Introduction 2 Theories of agency 3 The development of grouplised schools in China 4 Neoliberal reforms in global contexts 5 Teacher agency in grouplised schools 6 Neoliberalism, grouplisation, and agency

Über Autor(innen)

Guopeng Fu is an associate professor at the College of Teacher Education, East China Normal University. His research focuses on science teacher agency in curriculum reforms. His works have been published on Studies in Science Education and Journal of Research in Science Teaching.