Qing Gu is Professor of Education at the University of Nottingham, UK.

As the largest provider of teacher education and training in the world which also sustains the world’s largest number of primary and secondary schools, China remains one of the countries with the lowest proportion of teachers with tertiary qualification for teaching primary and secondary education. With the world’s growing interest in China, The Work and Lives of Teachers in China would satisfy the curiosity of readers in general who have yet had an opportunity to read about teachers in China through the works of the well-established researchers as well as the novice ones. It would also provide insights for policy makers, educators, researchers, teachers and students in education and beyond. – Feng Yan, Associate Professor, School of Education, Shaoxing University, China

• Introduction Part I The Changing Landscape of Teaching in ChinaChapter 1 Tensions and Dilemmas for Chinese Teachers in Responding to System Wide Change: New Ideas, Old Models (Junjun Chen & Christopher Day)Chapter 2 Ideological, Social and Cultural Forces Influencing Teacher Education and Development in China: A Critical Analysis (Shibao Guo)Part II Developing Teachers in Times of Change: Contexts Matter Chapter 3 The Impact of Reform Policies on Teachers’ Work and Professionalism in the Chinese Mainland (Leslie Nai-Kwai Lo, Manhong Lai and Lijia Wang)Chapter 4 The Honorary Road and Its Impact on Teacher Practice: An Analysis of China’s National Honour System in Cultivating Professional Development (Huan Song, Xudong Zhu and Laura B. Liu)Chapter 5 Dilemmas of Teacher Development in the Context of Curriculum Reform (Hong-biao Yin)Chapter 6 China’s Quest for World-Class Teachers: A Rational Model of National Initiatives and Institutional Transformations (Jun Li)Part III What Keeps Teachers Going: Identity, Resilience and CommitmentChapter 7 Professional Identities and Emotions of Teachers in the Context of Curriculum Reform: A Chinese Perspective (John Chi-Kin Lee, Yvonne Xianhan Huang, Edmond Hau-Fai Law & MuHua Wang) Chapter 8 Sustaining Resilience in Times of Change: Stories of Chinese Teachers (Qing Gu and Qiong Li)Chapter 9 How Principals Promote and Understand Teacher Development under Curriculum Reform in China (Haiyan Qian and Allan Walker)Chapter 10 Teachers’ Beliefs and Practices: A Dynamic and Complex Relationship (Hongying Zheng)

Qing Gu is Professor of Education at the University of Nottingham, UK.

As the largest provider of teacher education and training in the world which also sustains the world’s largest number of primary and secondary schools, China remains one of the countries with the lowest proportion of teachers with tertiary qualification for teaching primary and secondary education. With the world’s growing interest in China, The Work and Lives of Teachers in China would satisfy the curiosity of readers in general who have yet had an opportunity to read about teachers in China through the works of the well-established researchers as well as the novice ones. It would also provide insights for policy makers, educators, researchers, teachers and students in education and beyond. – Feng Yan, Associate Professor, School of Education, Shaoxing University, China

• Introduction Part I The Changing Landscape of Teaching in ChinaChapter 1 Tensions and Dilemmas for Chinese Teachers in Responding to System Wide Change: New Ideas, Old Models (Junjun Chen & Christopher Day)Chapter 2 Ideological, Social and Cultural Forces Influencing Teacher Education and Development in China: A Critical Analysis (Shibao Guo)Part II Developing Teachers in Times of Change: Contexts Matter Chapter 3 The Impact of Reform Policies on Teachers’ Work and Professionalism in the Chinese Mainland (Leslie Nai-Kwai Lo, Manhong Lai and Lijia Wang)Chapter 4 The Honorary Road and Its Impact on Teacher Practice: An Analysis of China’s National Honour System in Cultivating Professional Development (Huan Song, Xudong Zhu and Laura B. Liu)Chapter 5 Dilemmas of Teacher Development in the Context of Curriculum Reform (Hong-biao Yin)Chapter 6 China’s Quest for World-Class Teachers: A Rational Model of National Initiatives and Institutional Transformations (Jun Li)Part III What Keeps Teachers Going: Identity, Resilience and CommitmentChapter 7 Professional Identities and Emotions of Teachers in the Context of Curriculum Reform: A Chinese Perspective (John Chi-Kin Lee, Yvonne Xianhan Huang, Edmond Hau-Fai Law & MuHua Wang) Chapter 8 Sustaining Resilience in Times of Change: Stories of Chinese Teachers (Qing Gu and Qiong Li)Chapter 9 How Principals Promote and Understand Teacher Development under Curriculum Reform in China (Haiyan Qian and Allan Walker)Chapter 10 Teachers’ Beliefs and Practices: A Dynamic and Complex Relationship (Hongying Zheng)

Qing Gu is Professor of Education at the University of Nottingham, UK.

As the largest provider of teacher education and training in the world which also sustains the world’s largest number of primary and secondary schools, China remains one of the countries with the lowest proportion of teachers with tertiary qualification for teaching primary and secondary education. With the world’s growing interest in China, The Work and Lives of Teachers in China would satisfy the curiosity of readers in general who have yet had an opportunity to read about teachers in China through the works of the well-established researchers as well as the novice ones. It would also provide insights for policy makers, educators, researchers, teachers and students in education and beyond. – Feng Yan, Associate Professor, School of Education, Shaoxing University, China

• Introduction Part I The Changing Landscape of Teaching in ChinaChapter 1 Tensions and Dilemmas for Chinese Teachers in Responding to System Wide Change: New Ideas, Old Models (Junjun Chen & Christopher Day)Chapter 2 Ideological, Social and Cultural Forces Influencing Teacher Education and Development in China: A Critical Analysis (Shibao Guo)Part II Developing Teachers in Times of Change: Contexts Matter Chapter 3 The Impact of Reform Policies on Teachers’ Work and Professionalism in the Chinese Mainland (Leslie Nai-Kwai Lo, Manhong Lai and Lijia Wang)Chapter 4 The Honorary Road and Its Impact on Teacher Practice: An Analysis of China’s National Honour System in Cultivating Professional Development (Huan Song, Xudong Zhu and Laura B. Liu)Chapter 5 Dilemmas of Teacher Development in the Context of Curriculum Reform (Hong-biao Yin)Chapter 6 China’s Quest for World-Class Teachers: A Rational Model of National Initiatives and Institutional Transformations (Jun Li)Part III What Keeps Teachers Going: Identity, Resilience and CommitmentChapter 7 Professional Identities and Emotions of Teachers in the Context of Curriculum Reform: A Chinese Perspective (John Chi-Kin Lee, Yvonne Xianhan Huang, Edmond Hau-Fai Law & MuHua Wang) Chapter 8 Sustaining Resilience in Times of Change: Stories of Chinese Teachers (Qing Gu and Qiong Li)Chapter 9 How Principals Promote and Understand Teacher Development under Curriculum Reform in China (Haiyan Qian and Allan Walker)Chapter 10 Teachers’ Beliefs and Practices: A Dynamic and Complex Relationship (Hongying Zheng)