Utilizing a case study method and a Multiperspectival Approach this volume presents a
pioneering in-depth study about China's teacher education policy since the 1990s. It
critically investigates the rational dynamic and complex implementation process taking place
at the micro institutional level for the transformations of teacher education institutions. The
book first introduces the sociopolitical and cultural background of China's teacher education
system and its challenges under the condition of globalization and illustrates major national
initiatives for nurturing highly qualified teachers. It then explores new teachers' identities
in an era of enhanced professionalism uncovers the ways they reflect China's teacher education
reform and distills the rationales behind these policy actions. This is followed by an
analytic presentation of the findings of the case study of a provincial normal university with
a particular focus on such core pieces of the implementation jigsawas policy flow the dynamism
of implementation sociopolitical and cultural confluence and institutional barriers in the
complex process. Lastly the book unravels key recommendations and implications for policy
implementation studies from the China policy case and constructs a Chinese Zhong-Yong Model of
policy implementation and sheds new light on policy studies of teacher education reform in
particular and public policy in general which may be transferable to other sociopolitical
contexts seeking to nurture world-class teachers and achieve educational excellence in a global
age.
