ABSTRACT
This chapter looks at ways of thinking about teachers that are embedded with-in the discourses or language that comprise the national teacher training curriculum. It examines as styles of reasoning popular discourses on China’s National Training Program, including its curriculum, policy texts, journal articles, and media reports. Qualified universities as well as local public and private training centers are entitled to bid to sponsor the varied national training programs. More importantly, what systems of reasoning undergird the legitimacy of the whole teacher training program? In Order of Things, M. Foucault argues that Western language has become an enclosed representational system in that words no longer co-respond to things as a style of reasoning. The chapter follows a Heideggerian language/discourse perspective with which languages/discourses are analyzed more as styles of reasoning than as semantic clusters. It draws out a conglomeration of historical-cultural-global styles of reasoning that orders the conduct and mode of being of teachers as trainees.
