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pes with the technically distinctive situation in which there will be many more variables of interest than data points, and as one result
 relies on multiple sources of evidence, with data needing to converge in a triangulating fashion, and as another result
 benefits from the prior development of theoretical propositions to guide data collection and analysis”.
Because of these characteristics of “a case study” and the context of China, I will employ the case study in my research. I think that the case study research design is specific, contextual and particularistic enough in nature to investigate and analyse the professionalization of the primary teachers in the real-life context of China, and I also think that using the case study can describe the development of the occupation of the primary teachers correctly, and also account for how the actors and factors affect the development in a history context.
Units of Analysis
After collecting data for your study, it is important to make good analysis of it. I will present the primary school teachers’ vocational development related to the historical context, during the period of 1980-2008. And I will try to find out whether the primary teaching have emerged as an autonomous occupation or not, and also whether the primary teachers lack professional identity or not.
I will focus on the State and the primary teaching occupation and try to find out how the State have some influence upon the process of professionalization of government primary school teachers. I plan to examine the State, especially local level,
in terms of its very characteristics on the basis of the contemporary situation in China and the contemporary elites and their backgrounds.
In addition, I will analyse the vocational development and status of primary school teachers, focusing on the national human resource development policies, the role of teachers’ influence in the formulation and implementation of primary education policy, policies guiding teachers ‘career prospects and their mobility, rewards, and induction.
Method/Tools of Data Collection
After employing the case study method, there are various methods of data collection can be used. Yin indicates that “Evidence for case studies may come from six sources: documents, archival records, interviews, direct observation, participant-observation, and physical artifacts” (Yin. 2002:83). In my research, I will collect my data from the documents and interviews, specifically documents issued by the official government departments such as Ministry of Education of China, the local authorities; interviews with people involved in school activities, for instance, teachers in selected school, bureaucrats in charge of education management and teachers’ vocational activities, the leaders of teachers’ vocational unions, and the users of teachers’ vocational services.
Validity and Reliability
In my research, I think the most important factor, which would affect the validity and reliability of the evidence, is that the respondents would distort the truth. During the interviews the truth sometimes is possible to be distorted or simply misrepresented. And the distortion of the truth is a problem in relation to not only discussions with individual respondents, but also to the reliability and adequacy of government statistics about primary education in general and teachers i本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。