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The Multiperspectival Approach and the Operational Analytic Model

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Quest for World-Class Teacher Education?

Part of the book series: Education in the Asia-Pacific Region: Issues, Concerns and Prospects ((EDAP,volume 34))

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Abstract

Policy analysis is usually defined as “an applied social science discipline that employs multiple methods of inquiry, in contexts of argumentation and public debate, to create, critically assess, and communicate policy-relevant knowledge” (Dunn. Public policy analysis: an introduction, 2nd edn. Prentice Hall, Englewood Cliffs, , pp xiii–xiv, 1994). The multiplicity of disciplinary inquiries often empowers researchers to more diversely look into the rationality, dynamism, and complexity of the implementation process. This chapter constructs and employs the multiperspectival approach, exploring theoretical perspectives and analytic frameworks that provide a specific guidance for scrutinizing the implementation jigsaw puzzle of China’s policy of teacher education reform. Additionally, it also introduces an operational instrument with six variables for data collection, analysis, and the presentation of findings.

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Notes

  1. 1.

    Please see “The Rationales behind Teacher Education Reform” in Chap. 3 (pp. 48–52), i.e., “Policy Actions for World-Class Teachers.”

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  1. The University of Hong Kong, N.T., Hong Kong

    Jun Li

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Li, J. (2016). The Multiperspectival Approach and the Operational Analytic Model. In: Quest for World-Class Teacher Education?. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 34. Springer, Singapore. https://doi.org/10.1007/978-981-10-0837-5_5

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  • DOI: https://doi.org/10.1007/978-981-10-0837-5_5

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