Faculty Development in Chinese Higher Education: Concepts, Practices, and Strategies: Perspectives on Rethinking and Reforming Education
Autor Xudong Zhu, Jian Lien Limba Engleză Paperback – 14 aug 2020
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Specificații
ISBN-13: 9789811377693
ISBN-10: 9811377693
Pagini: 220
Ilustrații: XX, 220 p. 43 illus., 36 illus. in color.
Dimensiuni: 155 x 235 mm
Greutate: 0.35 kg
Ediția:1st ed. 2019
Editura: Springer Nature Singapore
Colecția Springer
Seria Perspectives on Rethinking and Reforming Education
Locul publicării:Singapore, Singapore
ISBN-10: 9811377693
Pagini: 220
Ilustrații: XX, 220 p. 43 illus., 36 illus. in color.
Dimensiuni: 155 x 235 mm
Greutate: 0.35 kg
Ediția:1st ed. 2019
Editura: Springer Nature Singapore
Colecția Springer
Seria Perspectives on Rethinking and Reforming Education
Locul publicării:Singapore, Singapore
Cuprins
Part 1 Conceptual Faculty Development Model.- Chapter 1 Introduction on Faculty Development.- Chapter 2 Comparing Western and Eastern Faculty Development Concept.- Chapter 3 Conceptualizing Chinese Faculty Development Model.- Part 2 Practical Framework of Chinese Faculty Development.- Chapter 4 Mapping Chinese Faculty Development Concept.- Chapter 5 Constructing Chinese Faculty Development Practice.- Chapter 6 Chinese Faculty Development Practice.- Chapter 7 Chinese Faculty Development Strategy.- Chapter 8 Trends and Implications of Chinese Faculty Development Reform.- Chapter 9 Issues and Strategy of Chinese Characteristic Faculty Development .- Part 3 Conceptualizing Chinese Faculty Development Model: Interviews of Chinese Experts.- Chapter 10 Conceptualizing Chinese Faculty Development Mode: Interviews with Experts.
Notă biografică
Jian Li and Xudong Zhu serve as co-first author to contribute this book.
Jian Li is an assistant professor at the China Institute of Education and Social Development at Beijing Normal University. She received her Ph.D. degree from Indiana University Bloomington, USA. Dr. Li’s general area of scholarship is the assessment of global competency and global learning within higher education institutions, an area in which she has pursued four themes: higher education policy and management; undergraduate students’ global learning performance assessment; faculty global perspective within higher education; and global learning and development as a framework for institutional research. Dr. Li has published over 20 articles and book chapters, and delivered over 30 workshops and seminars and more than 10 keynote, peer-reviewed and invited presentations throughout the U.S. and in Europe, Africa,and Asia. Xudong Zhu is a professor at the Institute of Teacher Education and Dean of the Faculty of Education at Beijing Normal University. His work focuses on teacher education, comparative education and the history of education, with an emphasis on transforming the teacher education system in China, comparative studies on national development and education, and the history of ideas of education in the west. Much of his work has involved the policy and practice of teacher education and teacher professional development, aspects that he has researched in China, with the World Bank, UNESCO, Intel, etc. He is the Secretary of the National Expert Committee of Teacher Education of MOE in China, and Director of the Center for Teacher Education Research among the Key Research Institutes of Humanities and Social Sciences in University of MOE. He is also the Director of the Institute of Teacher Education at Beijing Normal University, and Editor-in-Chief of the Journal of Teacher Education Research, China.
Jian Li is an assistant professor at the China Institute of Education and Social Development at Beijing Normal University. She received her Ph.D. degree from Indiana University Bloomington, USA. Dr. Li’s general area of scholarship is the assessment of global competency and global learning within higher education institutions, an area in which she has pursued four themes: higher education policy and management; undergraduate students’ global learning performance assessment; faculty global perspective within higher education; and global learning and development as a framework for institutional research. Dr. Li has published over 20 articles and book chapters, and delivered over 30 workshops and seminars and more than 10 keynote, peer-reviewed and invited presentations throughout the U.S. and in Europe, Africa,and Asia. Xudong Zhu is a professor at the Institute of Teacher Education and Dean of the Faculty of Education at Beijing Normal University. His work focuses on teacher education, comparative education and the history of education, with an emphasis on transforming the teacher education system in China, comparative studies on national development and education, and the history of ideas of education in the west. Much of his work has involved the policy and practice of teacher education and teacher professional development, aspects that he has researched in China, with the World Bank, UNESCO, Intel, etc. He is the Secretary of the National Expert Committee of Teacher Education of MOE in China, and Director of the Center for Teacher Education Research among the Key Research Institutes of Humanities and Social Sciences in University of MOE. He is also the Director of the Institute of Teacher Education at Beijing Normal University, and Editor-in-Chief of the Journal of Teacher Education Research, China.
Textul de pe ultima copertă
This book provides a framework for investigating faculty development in the Chinese higher education system, and proposes a faculty development model, which is subsequently applied to assess the conceptual, practical and strategic dimensions of Chinese faculty development. The proposed framework is primarily based on reconstructing the higher education system. The book focuses on conceptualizing and pursuing faculty development. The intended readership includes researchers with an interest in, or whose work involves, research on faculty development and comparative higher education; administrators and stakeholders in Chinese higher education management; and graduate students majoring or minoring in comparative higher education.
Caracteristici
Proposes an initial analytical framework for investigating the conceptual, practical and strategic dimensions of Chinese faculty development Provides unique standpoints to illustrate and analyze the faculty development model from an interdisciplinary perspective Offers an intensive debate and discourse on the conceptual, practical, and strategic elements of faculty development