THE IMPLEMENTATION OF PRIMARY-SCHOOL TEACHERS’ TRAINING POLICY:CASE-STUDY OF SONGJIANG DISTRICT OF SHANGHAI, CHINA
ABSTRACT
The primary-school teachers’ training policy is an institutional arrangement that influences the integral development of teachers. For long, teacher training in China, especially primary-school teachers training more or less has been hindered by the lack and lag of policies, shortage of supporting policies, and poor effectiveness of policies, which lead to the backwardness of Chinese basic education, low degree of primary-school teachers’ professional development, and the maladjustment of teaching faculties to the development of the education. Therefore, the study of education system of primary-school teachers is of great practical importance. The basic principle of the public policy study is the theoretical basis of the research on policy implementation of teachers training, and the study on the process and effects of the teachers training policy implementation can help deepen the understanding of the theories of public policy implementation. Thus, taking the Chinese basic education reform as the background, the present dissertation analyzes the causes for various problems existing in the implementation of the primary school teachers training policy and suggests measures for improvement.
This study chooses the actual teachers’ training policy implementation of the SJD in Shanghai as the target case of the research, setting the time in the period of the “Tenth-five-year Plan”. There are two reasons for choosing this target case: firstly, the beginning of the “Tenth-five-year Plan” also marks the launching of Chinese basic education reform and therefore the policies issued in this period is of great value to research; secondly, established in 1997, the SJD of Shanghai City has not overcome the dual existence of urban and rural structures, resulting in the disparity between economic development and education development and causing discrepancy between the teachers in urban areas and rural areas, which make it meaningful to study the teachers’ training policy implementation in this area and can serve as a sample in the current situation of Chinese economic development disparity.
TABLE OF CONTENTS
CHAPTER ONE INTRODUCTION 3
1. Statement of the problem 3
2. Towards Primary-school Teachers’ Training in China 3
2.1 The basic conditions of SJD 3
2.2 Educational problems in SJD 3
3. Purpose of the study 3
4. Research objectives 3
5. Research questions 3
6. Significance, scope and limitations of the study 3
7. Organization of the study 3
CHAPTER TWO CONCEPTUAL FRAMEWORK 3
1. Key concepts in the study 3
2. The concept of professionalization 3
2.1 Professionalization as a concept 3
2.2 The contents of professionalization of primary-school teachers in China 3
2.2.1 Wide-range and compound professional knowledge 3
2.2.2 Multiplet structured professional skills 3
2.2.3 Standing firmly for true emotion of profession 3
2.3 Of what importance is primary-school teachers’ training in China? 3
3. The concept of implementation 3
3.1 Perceptions of policy implementation 3
3.2 Theories of policy implementation 3
3.2.1 The Classical Model 3
3.2.2 The Adaptive Implementation Model 3
3.2.3 The Games Model 3
3.2.4 Four implementation models suggested by Elmore 3
3.3 Variables of the implementation theories 3
3.3.1 Policy environment 3
3.3.2 Policy implementing organization 3
3.3.3 Policy itself 3
3.3.4 Resource 3
3.3.4 Stakeholder 3
3.4 Theoretical Framework of the Study 3
3.4.1 Dependent Variables 3
3.4.2 Independent Variables 3
CHAPTER THREE RESEARCH METHODOLOGY 3
1. Introduction 3
2. Area of the study 3
3. Research methods 3
3.1 Documentary study 3
3.2 Questionnaire 3
3.2.1 Structured questionnaires 3
3.2.2 Unstructured questionnaires 3
3.2.3 Integrated questionnair
