A Study on the Homogenization of Biology Science Teacher Education in Chinese Normal Universities' Undergraduate Programs : A Comparative Analysis Based on 19 Teacher Education Programs

다국어 초록 (Multilingual Abstract)

Against the backdrop of high-quality development in teacher education, talent education program serve as a crucial institutional vehicle for undergraduate teacher education institutions to implement their educational objectives. However, the textual content of these plans exhibits a noticeable trend toward homogenization across different institutions. In particular, regarding key elements such as educational objectives, graduation requirements, and curriculum structure, there is a high degree of consistency in both the phrasing and content composition among different institutions. To some extent, this phenomenon has raised concerns about the weakening of diversity and distinctive characteristics in teacher education. Against this backdrop, it is essential to conduct a systematic analysis of the textual characteristics of talent development programs at various undergraduate normal universities, as well as the manifestations and causes of their homogenization. This study examines the talent education program for the undergraduate program in Biological Sciences (teacher education) at 19 higher normal universities. By conducting a comparative analysis of the talent education program from different institutions (including teacher education universities directly under the Ministry of Education, provincial key teacher education universities, and local general teacher education colleges), to reveal their common structural and content characteristics as well as manifestations of homogenization. Based on this, the study explores the mechanisms underlying these phenomena and, drawing on the research findings, provides actionable strategic recommendations for optimizing each institution’s own programs, establishing distinctive positioning, and fostering collaborative development among different institutions. To achieve this research objective, this paper poses three research questions: First, what are the characteristics of talent development program documents across different undergraduate normal universities? Second, what patterns of homogenization emerge when comparing the talent development program documents of these institutions? Third, how does the phenomenon of homogenization in talent development programs at undergraduate normal universities arise, and what underlying mechanisms drive this process? This study employs a methodology that combines textual analysis with comparative research. First, we summarize and organize the textual structure and main content of the talent development programs at various institutions. Second, through word frequency analysis and three-level coding using NVivo software, we systematically compare key texts such as educational objectives and graduation requirements, revealing homogenization in the textual structure, content of educational objectives and graduation requirements, and course structure across different institutions ’ talent development programs; Finally, building on the preceding analysis, this study introduces the neo-institutionalist analytical framework regarding mechanisms of coercion, normativity, and imitation, and combines it with relevant theories such as resource dependence and path dependence to conduct an explanatory analysis of the homogenization phenomena observed in the structural construction, content formation, and curriculum configuration of talent development programs. The findings reveal that, first, at the textual level of talent education program, institutions exhibit a high degree of consistency in their overall structural organization and presentation. Institutions generally adopt similar textual frameworks to organize educational objectives, graduation requirements, and curriculum systems, with the relevant content exhibiting distinct standardization in terms of logical expression and structural elements; Second, regarding educational objectives, graduation requirements, and curriculum configuration, different institutions show varying degrees of convergence in the use of keywords, the setting of indicators, and structural arrangements; in some cases, the wording is highly consistent across institutions, reflecting a pronounced tendency toward homogenization; Finally, from the perspective of formation mechanisms, the homogenization of talent education program has gradually emerged through the combined influence of multiple factors, including the normative guidance of teacher education program accreditation standards, professional consensus within the field of teacher education, the adoption of existing models for path selection in the face of uncertainty, organizational convergence driven by resource dependence and risk aversion, and structural continuity mechanisms resulting from path dependence. In summary, this study examines the texts of talent development programs, focusing on the issue of homogenization among undergraduate normal universities. It presents the textual characteristics of these programs, analyzes their manifestations of homogenization at the textual level, and constructs a multi- perspective analytical framework to explore the causes and mechanisms of homogenization. Finally, based on the research findings, this study explores diverse pathways for expressing talent development programs—while adhering to basic standards—to support each institution’s unique positioning and collaborative development among institutions, thereby better addressing the practical needs of different regions and educational contexts. However, due to the limited number of institutions studied, the generalizability of these conclusions to a broader range of institutions requires further verification. Additionally, as the research methodology relied primarily on textual analysis, it did not thoroughly examine the implementation process or outcomes of these programs in specific teaching and practical settings. Therefore, there remains room for further expansion of related research.

목차 (Table of Contents)

• Ι. Introduction 1
• 1.1 Research Necessity and Research Objectives 1
• 1.1.1 Research necessity 1
• 1.1.2 Research objectives 7
• 1.2 Research Questions 7
• Ⅱ. Theoretical Background 8
• 2.1 Concept Definition 8
• 2.1.1 Undergraduate normal colleges 8
• 2.1.2 Talent education 8
• 2.1.3 Homogenization of Talent education 9
• 2.1.4 Talent education program. 11
• 2.1.5 Biological sciences (teacher education) major 14
• 2.2 Literature Review. 14
• 2.2.1 Research on Talent education in undergraduate education 14
• 2.2.2 Research on homogenization in undergraduate education 19
• 2.3 Theoretical Basis 23
• 2.3.1 Mechanisms of educational homogenization from a Neo-Institutionalist perspective 24
• 2.3.2 Resource Dependence Theory 28
• 2.3.3 Path Dependence Theory 30
• 2.3.4 The theory of Specialized Education 31
• Ⅲ. Methodology 35
• 3.1 Research Methods 35
• 3.1.1 Content analysis method 35
• 3.1.2 Comparative case study method 36
• 3.2 Research Subjects 38
• 3.2.1 Selection of subjects and basis for selection 38
• 3.2.2 Description of the coding process and reliability 41
• 3.3 Research Framework 44
• 3.3.1 An analytical framework for the characteristics of Talent education program documents 44
• 3.3.2 An analytical framework for the homogenization of Talent education programs 46
• 3.3.3 An analytical framework for the causes of homogenization of Talent education programs 47
• 3.3.4 Analytical framework for the study as a whole 48
• Ⅳ.Textual Characteristics of Talent education Programs at Different Undergraduate Normal Universities 50
• 4.1 Textual Characteristics of Talent education Programs at Normal Universities Directly Affiliated with the Ministry of Education 50
• 4.1.1 The text features a concentrated structure, with course modules playing a prominent role 51
• 4.1.2 Educational objective: To cultivate high-caliber, specialized, and innovative educators 52
• 4.1.3 Graduation requirements: A systematic "Professional Ethics– Competence–Knowledge–Development" Four-Dimensional framework 58
• 4.1.4 Limited flexibility in program duration, unified degree awarding standards 61
• 4.1.5 Modular curriculum structure with a fixed framework dominated by required courses 62
• 4.2 Textual Characteristics of Talent education Programs at Provincial Normal Universities 67
• 4.2.1 Textual characteristics of Talent education programs at provincial key normal universities 67
• 4.2.2 Textual Characteristics of Talent education Programs at Provincial- Level Local Normal Colleges 84
• 4.3 Differences in the Textual Presentation of Talent education Programs at Various Undergraduate Normal Universities 104
• 4.3.1 Differences in educational objectives regarding keyword formulation, service orientation, and talent positioning 104
• 4.3.2 Differences in the structure, formulation, and level of detail of graduation requirements 106
• 4.3.3 Differences in curriculum structure regarding module composition, credit allocation, and course types 110
• Ⅴ.Manifestations of Homogenization in Talent education Across Different Undergraduate Normal Universities 121
• 5.1 Homogenization of Text Structure: Convergence in the Arrangement of Core Elements and Content Presentation 122
• 5.2 Homogenization of Educational Objectives: Concentrated Repetition and Convergence of Content Across Multidimensional Descriptions 123
• 5.2.1 Centralization in the articulation of institutional positioning and service orientation 126
• 5.2.2 High consistency in the formulation of ideological morality and professional competence 127
• 5.2.3 Standardization and convergence in the description of the foundation of professional knowledge and skills 130
• 5.2.4 The standardized framing system of the educational competence and capability dimension 132
• 5.2.5 Significant overlap in the description of comprehensive development and innovation capabilities 134
• 5.2.6 Regional uniformity in talent specifications and concentration of objective types 137
• 5.3 Homogenization of Graduation Requirements: High Consistency in Indicator Systems and Formulation 139
• 5.3.1 “Replication” within the framework of templated formulation 140
• 5.3.2 Hidden convergence in personalized formulations 141
• 5.4 Homogenization of Course Structures in Terms of Module Organization and Credit Allocation 161
• VIII
• 5.4.1 High consistency in curriculum module structure 161
• 5.4.2 Convergence in course credit allocation patterns and ranges 162
• 5.4.3 Convergence in the arrangement of compulsory core structures and the supplementary role of elective courses 164
• Ⅵ.An Analysis of the Causes of Homogenization in Talent education Programs at Undergraduate Normal Universities 170
• 6.1 Structural Convergence Under Institutional Normative Constraints: The Role of Coercive Mechanisms 171
• 6.2 Content Convergence Driven by Professional Consensus in Teacher Education: The Role of Normative Mechanisms 175
• 6.3 Convergence in Curriculum Configuration Pathways under Conditions of Uncertainty: The Role of Mimetic Mechanisms 183
• 6.4 Organizational Convergence under Resource Dependency and Risk Aversion 186
• 6.5 Structural Continuity Mechanisms Under Path Dependence 189
• 6.6 Summary: Integration of Multiple Mechanisms and Boundaries of Influence 192
• Ⅶ. Discussion and Conclusions 195
• 7.1 Discussion 195
• 7.1.1 Exploring moderate flexibility in education programs within existing institutional norms 195
• 7.1.2 Refining the expression of educational objectives based on professional consensus 197
• 7.1.3 Optimizing the internal structure of the curriculum system within a stable framework 200
• 7.1.4 Strengthening holistic reflection and mitigating path dependency during program revision 202
• 7.1.5 Introducing appropriate differentiation into evaluation criteria to alleviate the practical pressure of convergence 204
• 7.1.6 Promoting rational adjustments based on best practices to avoid simple replication of programs 207
• 7.2 Conclusion 208
• 7.2.1 Research significance and innovation 210
• 7.2.2 Limitations of the study and future directions 213
• References 216
• Appendix 226