本研究嘗試採用論述性制度主義框架，分析自 1949 年以降，中國的教師教育制度的形成與轉變。本研究旨在指出，了解社會主義國家如何論釋、理解及應對關於教師和教師訓媡與教育的預期及理解之過程是十分重要的，這些預期及理解通常具體表現為不同國家的教育思想及經驗。本研究提出論述性組合框架，以說明在不同時間，這些預期及理解如何被描述及解釋。這將有助於增進社會學對文化交流與互動之動態的了解，避免墮入制度分析中常見的趨同論及趨異論之間過於簡約化的爭論當中。 / The current study attempts to adopt a discursive institutionalist perspective to examine the formation and transformation of the teacher education institution of China since 1949. It argues that it is important to delineate how the different expectations and understandings about the teachers and their training and education from the different cultural contexts, often manifested as the educational ideas and experiences from different countries, may be interpreted, understood, and responded to by the socialist state. The current study has advanced the framework of discursive configuration to delineate how these expectations and understandings have been specified and justified across time. It contributes to enrich the sociological understanding of the dynamics of cultural interactions and exchanges without falling into the trap of overly simplistic arguments for convergence or divergence common in conventional institutional analysis. / Detailed summary in vernacular field only. / Ho, Ching Wai. / Thesis (Ph.D.) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 174-197). / Abstracts also in Chinese.
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_1077724 |
| Date | January 2014 |
| Contributors | Ho, Ching Wai (author.), Wong, Suk-Ying (thesis advisor.), Chinese University of Hong Kong Graduate School. Division of Sociology, (degree granting institution.) |
| Source Sets | The Chinese University of Hong Kong |
| Language | English, Chinese |
| Detected Language | English |
| Type | Text, bibliography, text |
| Format | electronic resource, electronic resource, remote, 1 online resource (vi, 197 leaves) : illustrations (some color), computer, online resource |
| Coverage | China |
| Rights | Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/) |
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