Abstract
World globalization processes, scientific and technological progress have caused the need to reform educational systems in many countries. Quality education is considered to be one of the main prerequisites for forming an effective specialist in the international labor market. Teachers are the main participants of the educational process, so reforming the system of teachers professional training is a priority. Studying the processes of reforming teachers education in other countries allows to determine effective measures for its updating and to prevent certain mistakes in the process of reforming the domestic educational system. China is demonstrating active socio-economic development and transformations in many spheres. Education, including teachers preparation, is a priority of reforms in the country. The reform of teachers education in China is multi-vector and involves several areas. Structural reform of the system of teacher education removes restrictions on the introduction of teacher training programs and ensures the openness and expansion of the entire system of teacher education in China. The policy of higher education priority and introduction of mandatory hours for professional development contributes to raising the professional level of teachers in the country. The standardization of educational programs of teachers professional training and mandatory certification of applicants for teaching positions are introduced to ensure a relatively equal level of teachers professionalism in China. Areas such as the study and analysis of reform processes in China's modern teacher education system aimed at overcoming existing problems and shortcomings, as well as the study of innovations in teacher training in various fields of training, may be of interest for further research to identify effective measures. improving the quality of pedagogical education and the possibility of their application in the system of professional training of teachers of Ukraine.
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