An Outline for Research on the History of International Teacher Education Thought
Introduction
The publication of The Research Series on the History of International Teacher Education Thought aims to systematically organize and explain the history of teacher education thought in major countries and the evolution of teacher education thought in modern international society. This will provide valuable resources for the reform and development of teacher education in China. Furthermore, in our fast-paced contemporary society, the significance of this publication lies in its ability to reexamine and rediscover important educators and their classic works that were once influential during the modernization process but have since been neglected. It also seeks to revive overlooked teacher education policies and explore the internal logical connections and entanglements between different teacher education philosophies. This endeavor is crucial for broadening China‘s teacher education perspectives, deepening its educational thought, and forming a unique Chinese approach to teacher education that embraces diversity while maintaining harmony. We believe that the reform of teacher education in China will achieve significant progress by leveraging the valuable ideas and insights left behind in the modernization process, through both inheritance and innovation. By focusing on enhancing the development of a high-quality, specialized, and innovative teaching workforce, this reform is expected to make meaningful contributions and advancements in creating a fair and high-quality education system.
978-981-5285-91-8
Introduction
Chapter 1 The views on education and teachers of the main educators during the Renaissance
Section 1 The Rise of Humanism and the Beginning of Humanistic Education
Section 2 Comenius on Education
Section 3 Comenius‘ Discussion of Teachers
Chapter 2 The View of Education and Teacher of Major Educators During the Enlightenment
Section 1 The Enlightenment
Section 2 Locke and Rousseau‘ s Views on Education and Teachers
Section 3 Factors Influencing the Differences between Locke and Rousseau‘s Views on Education and Teachers
Section 4 Johann Heinrich Pestalozzi‘s Views on Education and Teacher Education
Chapter 3 Thoughts and Practices on the Institutionalization of Teacher Education during the First and Second Industrial Revolutions
Section 1 Multiple Factors: The Background of Institutionalisation of Teacher Education in the Modern Era
Section 2 The Institutionalization of Teacher Education-Thought and Practice
Section 3 Characteristics of the Institutionalization of Modern Teacher Education
Section 4 The Contest Between Scientism and Humanism: A New Perspective on the Evolution of Modern Teacher Education Thought
Chapter 4 The Educational Phlosophy and Teacher Education Thought at the Beginning of Modern Education
Section 1 Social Changes and the Awakening of Teacher Education Theory during the Second Industrial Revolution
Section 2 A Genetic Examination of Dewey‘s Educational Philosophy
Section 3 Dewey‘s Discourse on Education
Section 4 Dewey‘s View on Teacher Education
Section 5 Educational and Teacher Philosophies of Other Western Schools of Thought in the 20th Century
Chapter 5 The Transformation of International Mainstream Educational Thought and Teacher Ideologies in the Era of the New Technological Revolution
Section 1 The Rise of International Mainstream Educational Thought
Section 2 The Educational and Teacher Perspectives in the Intellectualism-oriented Educational Trend
Section 3 The Teacher Education Philosophy of Essentialist Educator Conant
Section 4 The Rationalism-oriented Teaching Trend
Section 5 Humanist Educational Trends and Postmodern Views on Education and Teachers
Chapter 6 International Teacher Education Trends (since the 1980s) towards the Professional Orientation of Teachers in the Industrial Revolution 4.0 Era
Section 1 The Background of the International Trend of Teacher Professionalization . 239
Section 2 Teacher Professionalization Thoughts on International Education Policies
Section 3 Educators‘ Ideas on Teacher Professionalization
Section 4 Teacher Professionalization in Educational Academic Community: Take Research on the Cultural-historical School as an Example
Section 5 Practice Turn: Salient Features of Teacher Professionalization
Section 6 The Contemporary Game of Scientific and Humanistic Tendencies in the Field of Information Technology
Chapter 7 Inheritance and Innovation—the Internal Logic of the Evolution of International Teacher Education Thought
Section 1 The View of Inheritance and Innovation and The Evolution of International Teacher Education Thought
Section 2 Modernization: The Far-reaching Background of Inheritance and Innovation of International Teacher Education Thought
Section 3 From Comenius to Bruner: Examples of Evolution and Transcendence of International Teacher Education Thought
Section 4 Teacher Practice: a Foundational Force in the Evolution of International Teacher Education Thought
Reference
Postscript
Author(s) Information
Author: WANG Changchun
Translators: WANG Xinchun, WEI Tingna
About the Translators:
WANG Xinchun, a doctor of English and a lecturer, currently serves as the director of the Language Assessment Center. Her main research focuses on foreign language education and EFL writing, and she mainly teaches College English courses.
WEI Tingna, a master‘s degree holder from Beijing Language and Culture University, specializes in intelligent foreign language education technology. She currently serves as the Deputy Director of the Business English Department.
