Extended Professionalism Of Chinese Context

1583 Words Aug 18th, 2015 7 Pages
2.5.Teachers’ Extended Professionalism in Chinese Context
China has long been under the educational reform for decades, and the result brought by this reform is defined as decentralisation, which is described by Hanson (1997) and Bray (2003) as a process in which the power is distributed from central government to individual educational institutions. This process also triggered power redistribution. The decentralisation also results in the issues such as ‘managerialism’, ‘accountability’, and ‘competition’, which forced educational institutions paid more attention to the teachers’ role in educational context (Wong, 2008). This is the origin for teachers’ extended professionalism in China. This extended professionalism for Chinese teachers seems to be beneficial since is theoretically delivered more right to teachers to be involved in the decision-making or managerial process, and even gave them more power to decide the teaching content and method in their own classrooms. However, Chinese educational context is also market-oriented, academic performance and efficiency is regarded as commodity that is used by educational institutions to compete with each other. Under such circumstances, teachers’ voice and students’ needs have been ignored, and instead, principals overly stress the students’ outcomes, which is regarded as the core value to strengthen their reputation and to improve their competitive ability. The result of this is that the theoretically stipulated extended…
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