Teacher Educators as Officers: How do teaching-research officers in China leverage administrative authority to support school teachers’ professional development

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Abstract

Drawing on Role Accumulation Theory, this study examines how China’s teaching-research officers (Jiaoyanyuan, 教研员) leverage their dual administrative and professional capacities to support teacher development. Findings reveal that teaching research officers activate professional influence through administrative authority by:（1）localizing and contextually adapting national curriculum policies;（2）recognizing “best practices” and sharing high-quality teaching experience; (3) building stages for teachers’ professional growth; (4) establishing systems to promote teaching cooperation and exchange among teachers; (5) providing cross-regional course resource support for school teachers’ routine teaching. The unique official-oriented cultural tradition（官本位文化） in China provides an institutional basis for TROs to strengthen its professional authority through administrative power. This suggests that integrating administrative authority with pedagogical expertise holds significant potential for advancing teacher professional development.

Authors

• Yanling Wang, East China Normal University, China

• Qiang Fa Ying, East China Normal University