Resolving Professional Development Dilemmas: A Perspective of Chinese Master-Teachers’ Resilience

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 4
  In Roundtable Session: Fostering Resilience and Agency in Professional Development: Collaborative Learning, Equity, and Teacher-Coach Dynamics (Table 8)

Abstract

Chinese in-service teachers encounter diverse dilemmas in their careers, with successful resolution propelling them towards “Master-teacher” status. Exploring how Chinese “Master-Teachers” resolve their professional development dilemmas can provide inspiration for teacher education and experience in developing the resilience of other in-service teachers. Based on the research method of Interpretive Phenomenological Analysis, this research conducted in-depth interviews with six Chinese “Master-Teachers”. Using the theoretical framework of Bandura's Triadic Reciprocal Determinism, the research explained how the Chinese “Master-Teachers” resolved the dilemmas in their teaching, nurturing and service work. The research found that the resilience development mechanism of Chinese “Master-Teachers” in resolving professional dilemmas presents as a “Double Sand Dune” model.

Author

• Lingyi Zhou, Tsinghua University