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Acknowledgments; Contents; Abstract; 1 Conceptualizing Achievement in an Era of Globalization; 1.1 Achievement as a Contextualized, Evolving Concept; 1.2 Achievement as Comparative Conquest; 1.2.1 Comparative Assessment Scores; 1.2.2 Marketized Economic Conquest; 1.2.3 Competitive, Collaborative Innovation; 1.3 Achievement as Relational Integrity; 1.3.1 Aesthetic ``Rhizomatic'' Relationality; 1.3.2 Compassionate Equity Awareness; 1.4 Achievement as Ren; References; 2 Teacher Educator Quality and Professional Development in an Era of Globalization
2.1 Teacher Quality and Professional Development2.1.1 Teacher Autonomy and Support; 2.2 Teacher Educator Professional Development; 2.2.1 Teacher Educator Autonomy and Support; 2.3 International Professional Development as Ren; 2.3.1 Ren and Rendao as Relational Road-Building; 2.3.2 Looking out to Look in, Reaching up to Reach Down; 2.4 Integrating Contrasts as Complements; 2.4.1 Personal Professionals, Professional Persons; 2.4.2 Research-Based Practitioners, Practice-Based Researchers; 2.4.2.1 Phronesis and Episteme; 2.4.2.2 Inquiry as Stance; 2.4.3 Aesthetic Architects, Engineering Artists
2.4.3.1 Humility as Aesthetic ``Cement''2.4.3.2 Li as Vocation; 2.5 Achievement Conceptions Revisited; References; 3 China's Evolving Education System and Conceptions of Achievement; 3.1 National Conceptions of Achievement; 3.1.1 Education as a System; 3.1.2 Evolving National Conceptions of Achievement; 3.1.3 National Educational Aims and Assessments; 3.1.4 Teachers as Engineers of the Human Soul; 3.1.5 Teacher Education Aims and Assessment in China; 3.2 ``Glocalizing'' Conceptions of Achievement in China; 3.2.1 Internationalizing Education in China; 3.2.2 Narrowing the Education Gap
3.3 International Professional Development in EducationReferences; 4 Aesthetic Narrative Inquiry Methodology; 4.1 Aesthetic Narrative Inquiry; 4.1.1 Bridging Personal and Professional: Accepting Self and Other; 4.1.2 Integrating Research and Practice: Bridging as Stance; 4.1.3 Infusing the Aesthetic and Pragmatic: Imagining Healing Practices; 4.1.3.1 Mythopoesis; 4.1.3.2 A/R/Tography; 4.1.3.3 Imaginative Reconciliation; 4.2 Case Study Design; 4.2.1 Research Purpose; 4.2.2 Research Questions; 4.2.3 Research Site; 4.2.4 Researcher Subjectivity; 4.2.5 Data Collection
4.2.5.1 Participatory Observation4.2.5.2 Narrative Inquiry Interviews; 4.2.6 Data Analysis; References; 5 Findings as Aesthetic Storytelling; 5.1 Complementary Contrasts as Ren; 5.2 Individuality and Community; 5.2.1 Intentional Community* Theory into Practice; 5.2.2 International Nationality* the Middle Way; 5.2.3 Sustaining Foundation* Constant in Change; 5.3 Adaptability and Expression; 5.3.1 Reflective Climb* Learn from Others; 5.3.2 Resilient Flexibility* Take Things as They Come; 5.3.3 Hopeful Perseverance* More Haste, Less Speed; 5.4 Authority and Compassion
2.1 Teacher Quality and Professional Development2.1.1 Teacher Autonomy and Support; 2.2 Teacher Educator Professional Development; 2.2.1 Teacher Educator Autonomy and Support; 2.3 International Professional Development as Ren; 2.3.1 Ren and Rendao as Relational Road-Building; 2.3.2 Looking out to Look in, Reaching up to Reach Down; 2.4 Integrating Contrasts as Complements; 2.4.1 Personal Professionals, Professional Persons; 2.4.2 Research-Based Practitioners, Practice-Based Researchers; 2.4.2.1 Phronesis and Episteme; 2.4.2.2 Inquiry as Stance; 2.4.3 Aesthetic Architects, Engineering Artists
2.4.3.1 Humility as Aesthetic ``Cement''2.4.3.2 Li as Vocation; 2.5 Achievement Conceptions Revisited; References; 3 China's Evolving Education System and Conceptions of Achievement; 3.1 National Conceptions of Achievement; 3.1.1 Education as a System; 3.1.2 Evolving National Conceptions of Achievement; 3.1.3 National Educational Aims and Assessments; 3.1.4 Teachers as Engineers of the Human Soul; 3.1.5 Teacher Education Aims and Assessment in China; 3.2 ``Glocalizing'' Conceptions of Achievement in China; 3.2.1 Internationalizing Education in China; 3.2.2 Narrowing the Education Gap
3.3 International Professional Development in EducationReferences; 4 Aesthetic Narrative Inquiry Methodology; 4.1 Aesthetic Narrative Inquiry; 4.1.1 Bridging Personal and Professional: Accepting Self and Other; 4.1.2 Integrating Research and Practice: Bridging as Stance; 4.1.3 Infusing the Aesthetic and Pragmatic: Imagining Healing Practices; 4.1.3.1 Mythopoesis; 4.1.3.2 A/R/Tography; 4.1.3.3 Imaginative Reconciliation; 4.2 Case Study Design; 4.2.1 Research Purpose; 4.2.2 Research Questions; 4.2.3 Research Site; 4.2.4 Researcher Subjectivity; 4.2.5 Data Collection
4.2.5.1 Participatory Observation4.2.5.2 Narrative Inquiry Interviews; 4.2.6 Data Analysis; References; 5 Findings as Aesthetic Storytelling; 5.1 Complementary Contrasts as Ren; 5.2 Individuality and Community; 5.2.1 Intentional Community* Theory into Practice; 5.2.2 International Nationality* the Middle Way; 5.2.3 Sustaining Foundation* Constant in Change; 5.3 Adaptability and Expression; 5.3.1 Reflective Climb* Learn from Others; 5.3.2 Resilient Flexibility* Take Things as They Come; 5.3.3 Hopeful Perseverance* More Haste, Less Speed; 5.4 Authority and Compassion