Research on Teacher Education Policy in China
Introduction
By sorting out and analyzing the policies, this book sponsored by the National Publishing Fund systematically shows the changes, achievements, practices and development trends of teacher education since the founding of the People’s Republic of China. Thus, it makes the research move from abstract literature towards concrete practice and walk out of the isolated ivory tower towards the open field. Chapter I explores the basic theories of China’s teacher education policy. Next three chapters throw light on China’s teacher education policy in such different aspects as historical vicissitudes, value orientation, and representative characteristics in the new era. Chapter V probes into the practice of teacher education integration and Chapter VI, the teacher workforce development. The following chapter focuses on the historical achievements of China’s teacher education policy. Chapter VIII illustrates the policy logic of Chinese teacher education modernization. The last chapter interprets the development trends of China’s teacher education policy. Besides, the appendix provides the readers with a literature catalogue presented in reverse-chronological order and encompasses all the important teacher education policies since the founding of the People’s Republic of China, so that those who are interested in this research can consult and find the references they need.
This book makes a systematic study of teacher education policies over more than 70 years after the founding of People’s Republic of China, hoping for a complete understanding about the characteristics of current teacher education policies in China. It provides much theoretical support, value guidance, and practical instruction for the formulation of teacher education policies, enrich the discourse system of teacher education in China, and promote the vigorous development of the world-class teacher education with Chinese characteristics.
978-981-5285-87-1
Chapter I Basic Theories of Teacher Education Policy
I. Connotation
II. Essential Features
III. Fundamental Elements
IV. Policy Process
Notes
Chapter II Historical Vicissitudes of Teacher Education Policy
I. Exploration Period (1949-1977)
II. Reconstruction Period (1978-1989)
III. Improvement Period (1990-1999)
IV. Reform Period (2000-2008)
V. Innovation Period (2009-2022)
Notes
Chapter III Value Orientation of Teacher Education Policy
I. Agreement between Scale and Intension
II. Reconciliation between Efficiency and Equilibrium
III. Harmony between Instrumentality and Humanism
IV. Integration between Closure and Openness
Notes
Chapter IV Characteristics of Teacher Education Policy in the New Era
I. Attention to Professional Ethics
II. Attention to High-Quality Teacher Training
III. Attention to Balanced Development
IV. Attention to Teacher Competency
Notes
Chapter V Practice and Exploration in the Integrated Development of Teacher Education
I. Ontological Description
II. Development History
III. Development Dilemma
IV. Suggestions for Policy Making
Notes
Chapter VI Teacher Workforce Development in Primary and Middle Schools
I. Achievements
II. Challenges
III. Suggestions
Notes
Chapter VII Historical Achievements of Teacher Education Policy
I. World‟s Largest Education System
II. Teacher Education System with Chinese Characteristics
III. Large and High-Quality Teacher Workforce
IV. Standardized Disciplinary System of Teacher Education
V. Enviable Teaching Profession
Notes
Chapter VIII Policy Logic of Chinese Teacher Education Modernization
I. Model Construction
II. Knowledge Innovation
III. Policy Positioning
Notes
Chapter IX Development Trends of Teacher Education Policy
I. Paying Attention to Teachers‟ Ethics and Standards
II. Focusing on Teachers‟ Needs for Subject Value
III. Innovating Training Mode of Teacher Education
IV. Ensuring Balanced Development of Teacher Workforce
V. Intensifying Support for Teacher Education
VI. Enhancing Quality Evaluation of Teacher Education
Notes
Appendix
Afterword
Author(s) Information
Authors: LI Guang, YUAN Changhao
Translator: WANG Xueqing
About the Authors:
LI Guang is Professor and PhD supervisor of the Department of Education at Northeast Normal University. He takes many leadership roles such as Executive Dean of Teacher Education Research Institute, Director of National Teacher Teaching Development Demonstration Center, Deputy Secretary-General and a member of the Board of Directors of Teacher Education Branch to the China Association of Higher Education (CAHE). He also ranks among Experts of National Training Program (2021-2025). He has been honored with the Baosteel Excellent Teacher Award and recognized as an Outstanding Teacher in Jilin
Province. His research interests include curriculum and teaching theory, teacher education, comparative studies of Chinese and Japanese language education, and research on historical materials about Japan‟s invasion of China. He has undertaken several major National Social Science Foundation of China (NSSFC) projects and more than 100 articles (many of which have been reprinted by RUC Database and Xinhua Digest) have appeared in journals including Educational Research and Curriculum, Teaching Material and Method and other publications. He is the author of numerous books, including A Report on Teacher Development in China: Achievements, Challenges, and Strategies in Developing the Primary and middle School Teacher Workforce. In recent years, Professor Li has launched campaigns for school improvement in certain districts of Qingdao, Changchun and Shenzhen. His work has achieved good educational results and social response. For the past years, he was awarded the second prize of the 6th National Excellent Achievements in Educational Science Research and the first prize of teaching achievements in Jilin Province.
YUAN Changhao, a PhD student from Department of Education at Northeast Normal University, works mainly on teacher education research and curriculum theory research. His articles have appeared in several journals including Journal of Northeast Normal University (Philosophy and Social Science Edition) and Modern Education Management.
About the Translator:
WANG Xueqing is Associate Professor of the Foreign Language School at Dezhou University. Her research interests include British and American Literature, English teaching, and translation. She has undertaken several research projects and her articles have appeared in Jiangxi Social Sciences, The World Literature Criticism, and other publications. She is also the author of one textbook on American literature and two academic monographs respectively on Henry James and F. Scott Fitzgerald. In addition, years of English teaching practice and academic research has enabled her to gain a profound understanding of the English language. So, with strong interest in both Chinese and English, she has derived much pleasure and gratification from her translation work. By adhering to the principle of
faithfulness, expressiveness and elegance, she strives to be faithful to the original text and meanwhile explores the underlying cultural background to find out an equivalent expression which can be easily understood by the target readers.
