The Trajectories of Becoming Model Teachers: A Chinese Perspective

• In Event: Multiple Perspectives and Methods on In-Service Teacher Learning

Abstract

This qualitative case study examined how six teachers strived to become model teachers in the context of China. The analysis of interview data revealed three patterns of the teachers’ development. First, on average, the teachers took about 25 years to reach the top of China’s teacher career ladder. Second, it seemed increasingly difficult to move upward on the career ladder as the teachers continuingly seeking further development. Third, the teachers’ personal qualities (e.g., motivation), professional opportunities (e.g., public lessons), and contextual influences (e.g., collegial, school, and policy support) were three foundational driving forces of the teachers’ development. The study also specified the roles that each of these factors played at different phases of the teachers’ developmental trajectories.

Authors

• Wei Liao, Beijing Normal University

• Yan Hu, Beijing Normal University

• Lan Zhao, Beijing Normal University

• Jia Liu, Beijing Normal University

• Miao Liu, Beijing Normal University