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Heroes or Villains? How Different Media Produced Contesting Narratives about PhD Graduate Teachers in China and Its Implications for Teacher Policymaking in the Digital Age

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Title: Heroes or Villains? How Different Media Produced Contesting Narratives about PhD Graduate Teachers in China and Its Implications for Teacher Policymaking in the Digital Age
Language: English
Authors: Shuangye Chen, Yansi Hou (ORCID 0000-0003-3291-2699)
Source: Asia-Pacific Journal of Teacher Education. 2026 54(2):138-155.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Secondary Education
Descriptors: Foreign Countries, Public Opinion, College Graduates, Doctoral Degrees, Elementary School Teachers, Secondary School Teachers, Educational Change, News Reporting, Agenda Setting, Mass Media Role, Stakeholders, Teacher Qualifications, Educational Policy
Geographic Terms: China
DOI: 10.1080/1359866X.2026.2633702
ISSN: 1359-866X
1469-2945
Abstract: In the digital age, the agenda-setting power dynamics of education stakeholders have been reshaped. Using China's teacher qualification advancement policy as a typical case, this study reveals the narrative differences among policymakers, schools, and the public regarding new PhD graduates who chose to work as school teachers in primary and secondary schools. Confronted by rising and heated public narratives, policymakers relinquished its agenda-setting power and attempted to balance schools and the public. This study expands the understanding of the transformative role of media in changing educational agenda setting. It foregrounds the value of public controversies in the teacher policy process as a key node that arouses public "resonance" in the era of digital acceleration. This study also contributes a showcase to apply the narrative policy framework in teacher policy research.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500725
Database: ERIC
FullText Text:
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  Data: Heroes or Villains? How Different Media Produced Contesting Narratives about PhD Graduate Teachers in China and Its Implications for Teacher Policymaking in the Digital Age
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  Data: <searchLink fieldCode="AR" term="%22Shuangye+Chen%22">Shuangye Chen</searchLink><br /><searchLink fieldCode="AR" term="%22Yansi+Hou%22">Yansi Hou</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3291-2699">0000-0003-3291-2699</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Asia-Pacific+Journal+of+Teacher+Education%22"><i>Asia-Pacific Journal of Teacher Education</i></searchLink>. 2026 54(2):138-155.
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  Label: Availability
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 18
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Opinion%22">Public Opinion</searchLink><br /><searchLink fieldCode="DE" term="%22College+Graduates%22">College Graduates</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Degrees%22">Doctoral Degrees</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22News+Reporting%22">News Reporting</searchLink><br /><searchLink fieldCode="DE" term="%22Agenda+Setting%22">Agenda Setting</searchLink><br /><searchLink fieldCode="DE" term="%22Mass+Media+Role%22">Mass Media Role</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholders%22">Stakeholders</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Qualifications%22">Teacher Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
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  Group: ID
  Data: 10.1080/1359866X.2026.2633702
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  Label: ISSN
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  Data: 1359-866X<br />1469-2945
– Name: Abstract
  Label: Abstract
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  Data: In the digital age, the agenda-setting power dynamics of education stakeholders have been reshaped. Using China's teacher qualification advancement policy as a typical case, this study reveals the narrative differences among policymakers, schools, and the public regarding new PhD graduates who chose to work as school teachers in primary and secondary schools. Confronted by rising and heated public narratives, policymakers relinquished its agenda-setting power and attempted to balance schools and the public. This study expands the understanding of the transformative role of media in changing educational agenda setting. It foregrounds the value of public controversies in the teacher policy process as a key node that arouses public "resonance" in the era of digital acceleration. This study also contributes a showcase to apply the narrative policy framework in teacher policy research.
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  Data: 2026
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  Data: EJ1500725
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        Value: 10.1080/1359866X.2026.2633702
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 138
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Public Opinion
        Type: general
      – SubjectFull: College Graduates
        Type: general
      – SubjectFull: Doctoral Degrees
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: News Reporting
        Type: general
      – SubjectFull: Agenda Setting
        Type: general
      – SubjectFull: Mass Media Role
        Type: general
      – SubjectFull: Stakeholders
        Type: general
      – SubjectFull: Teacher Qualifications
        Type: general
      – SubjectFull: Educational Policy
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      – SubjectFull: China
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      – TitleFull: Heroes or Villains? How Different Media Produced Contesting Narratives about PhD Graduate Teachers in China and Its Implications for Teacher Policymaking in the Digital Age
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            NameFull: Yansi Hou
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