Realizaram-se no dia 26 de fevereiro de 2018, às 14h, as Provas de Doutoramento em Ciências da Educação, especialidade de Desenvolvimento Curricular requeridas pela Mestre Qi Song, tendo como orientadoras a Doutora Maria Assunção Flores e a Doutora Sandra Raquel Gonçalves Fernandes. O júri foi presidido pela Doutora Laurinda Sousa Ferreira Leite da Universidade do Minho, tendo estado presentes os seguintes vogais: o Doutor José Augusto Brito Pacheco, da Universidade do Minho; a Doutora Maria Assunção Flores Fernandes, da Universidade do Minho; o Doutor Luís Alexandre da Fonseca Tinoca, da Universidade de Lisboa; a Doutora Isabel Maria Torre Carvalho Viana, da Universidade do Minho e a Doutora Joanna Madalińska-Michalak, da Universidade de Varsóvia, Polónia. No final, o júri deliberou, por unanimidade, aprovar a candidata atribuindo-lhe, a menção de “Bom com distinção”.
Título da Tese: “From Student to Teacher: the Influence of the Contexts of Learning in Becoming a Teacher in China”
Resumo: Literature about Chinese new teachers is scarce, not only in Chinese language but also internationally. As the second largest economic powerful country, Chinese basic education has several problems. Existing research about new teachers focuses mainly on mentoring, induction, and comparative studies between advanced western countries and China. This study aims to explore the influence of the contexts of learning in becoming a teacher in the elementary and middle school teachers in China. In order to explore the development in the early years of teaching, a qualitative study focusing on new teachers’ personal motivations, context of training and workplace learning was undertaken. Six schools including one primary school and five middle schools were chosen. All of these schools were located in middle China, Nanchang City, Jiangxi Province. Jiangxi Province is one of the poorest provinces in China, and Nanchang is the capital of Jiangxi Province. Data collection took place in three phases. In regard to the 1st phase of data collection, it included 17 new teachers who participated in semi-structured interviews in June 2012. In the 2nd phase, 14 teachers participated in the semi-structured interviews carried out in December of 2012. In the 3rd phase of data collection, 119 teachers participated through the critical incident method. School leaders’ views of being a new teacher were also collected through narratives of 5 school leaders. Findings showed that Chinese teachers’ motivations are very similar to previous existing literature. Low effect of initial teacher preparation, strong influence of internship of Chinese teachers, low income, heavy workload, no time to rest were identified repeatedly in data collected from teachers.Teachers’ motivations, beliefs and expectations about teaching and being a teacher need to be taken into consideration by teacher educators and policy makers. Induction and mentoring shouldalso be developed. These are great challenges in a Chinese exam-oriented system. Findings also suggest that more funding, formal laws and policies for the induction of new teachers should be set up and evaluated. Implications and recommendations for further research are presented at the end of the thesis.