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Gang Zhu - Understanding the Dynamics of Teacher Agency, Resilience, and Identity in the Neoliberal Age, Inbunden

Inbunden, Engelska, 2023

Understanding the Dynamics of Teacher Agency, Resilience, and Identity in the Neoliberal Age

Av Gang Zhu

1429 kr

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Beskrivning
Understanding the Dynamics of Teacher Agency, Resilience, and Identity in the Neoliberal Age focuses on the complexity of teachers’ agency, resilience, and identity across various contexts. Neoliberal educational policy technologies have been constantly (re)shaping educational professionalism, subjectivity, teaching, and evaluation. Within this climate, teacher agency, resilience, and identity are vital factors for maintaining teachers’ well-functioning and well-being. Moreover, teacher agency, resilience, and identity do not exist independently but reinforce each other constitutively, which enable teachers to see beyond challenge and fluctuating confidence and withstand pressure. The educational contexts in this book encompass rural, immigrant, preservice education, special education, internationalized school contexts, etc. Theoretically, this book disentangles the conceptual understandings and methodological considerations of teacher agency, resilience, and identity. Practically, the contributors from various countries and regions explore how various contexts influence teacher agency, resilience, and identity in the neoliberal age.
Produktinformation
  • Utgivningsdatum: 2023-01-10
  • Mått: 158 x 236 x 18 mm
  • Vikt: 472 g
  • Format: Inbunden
  • Språk: Engelska
  • Antal sidor: 206
  • Förlag: Bloomsbury Publishing Plc
  • ISBN: 9781666914290
Utforska kategorier
Mer information

Gang Zhu is associate professor of teacher education and comparative education at East China Normal University, China.

Recensioner i media

Gang Zhu and his colleagues have most certainly placed the examination of teacher agency, resilience, and identity at the heart of developing understandings of teaching and teacher education through their efforts in creating this book. The text explores these themes theoretically and conceptually through a consideration of a number of interesting research projects that employ a range of methodological approaches. Importantly, the contributors draw on work from a range of contexts and settings including rural and international school contexts, and from teacher preparation through to special education. By so doing, the volume offers insights into the complexity of teachers’ agency, resilience and identity in ways that help to draw attention to shortcomings of simplistic approaches to education as a technical enterprise. With forewords from two esteemed professors, the strength of arguments presented offers readers a text that is both challenging and thought-provoking.

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