Quest for World-Class Teacher Education?

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Focusing on China's teacher education policy since the 1990s, this volume employs a case study method and a Multiperspectival Approach to reveal the intricate implementation processes at the institutional level. It examines the sociopolitical and cultural challenges posed by globalization, highlights national initiatives for developing qualified teachers, and analyzes new teacher identities amid rising professionalism. The findings from a provincial normal university illustrate the complexities of policy flow and institutional barriers, leading to recommendations and a proposed Zhong-Yong Model for broader educational policy applications.