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- Title
县域初中教师专业发展制度实施的个案研究;基于栖居制度主义理论视角.
- Authors
朱志勇; 钟筱雨
- Abstract
Teachers' professional development is the key to education reform and school improvement, but the relationship between institutional arrangement and school practice needs to be further explored. Based on the perspective of inhabited institutionalism, this study, with qualitative research methods, explores the micro-implementation process of the professional development system for junior high school teachers in the school organization practice in the western counties. It finds that most of the teachers have “ no time", “ no ability" and “no intention" to carry out their professional development, only seek “ foothold" and “ peace of mind" in “low-lying land", and their professional development model tends to be “going with the flow"; and that the low compatibility and high centrality of the schools' internal bureaucracy, human relationships and professional logic, and the loose coupling and decoupling of school organizational activities, social interactions and external educational logic, occupational logic, together result in the separation of the institutional arrangement for teachers' professional development and the organizational practice.
- Publication
Teacher Development Research, 2021, Vol 5, Issue 4, p53
- ISSN
2096-319X
- Publication type
Article
- DOI
10.19618/j.cnki.issn2096-319x.2021.04.007