Abstract
Drawing on in-depth interviews with six Chinese Mingshi (expert teachers), this qualitative study examined how these teachers became Mingshi through three decades of endeavors. Using 53 critical events as landmarks, we found that these teachers first stood “up” as effective teachers in classrooms, next stood “out” as leading teachers in local communities, and then stood “ahead” as model teachers in the country under the influence of an array of personal, interpersonal, and institutional factors. The research findings constitute a Chinese model of teacher development, which contributes scholarly new insights and suggests practical implications to the field of teacher education.
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