Abstract
AbstractSince the mid-1990s, teacher education in China has entered a new period of transformation, mirroring larger rapid societal development. Although quality improvement has been the theme of teacher education development in China since the mid-1990s, this period of more than 20 years can still be divided into three periods: the phase of system restructuring (from the mid-1990s to 2005), the phase of capacity building (from 2005 to 2016), and the phase of revitalization (since 2017). This chapter reviews the changes to the background, goals, content, and impacts in teacher education policies since the 1990s and then discusses its future development.
Highlights
To meet the demands of an information, knowledge, and network-based society, the 16th National Congress of Communist Party of China (CPC) in 2002 clearly set a target to construct a learning society, which brought up new requirements for teachers and teacher education
After the Reform and Opening-up of China, rapid economic growth resulted in an abrupt rise in the income and living standard of residents
In 2007, the Ministry of Education (MOE) issued Opinions on Vigorously Promoting Student Teachers’ Teaching Practice by Volunteer Teaching, which for the first time put forward in a policy that “normal universities and colleges should organize the seniors of teacher education programs to practice teaching in primary and secondary schools for no less than one semester according to local circumstances” and suggested “volunteer teaching” as “an important mechanism to promote the reform of teaching practice in teacher education” (MOE 2007)
Summary
Since the mid-1990s, teacher education in China has entered a new period of transformation, mirroring larger rapid societal development. Quality improvement has been the theme of teacher education development in China since the mid-1990s, this period of more than 20 years can still be divided into three periods: the phase of system restructuring (from the mid-1990s to 2005), the phase of capacity building (from 2005 to 2016), and the phase of revitalization (since 2017). This chapter reviews the changes to the background, goals, content, and impacts in teacher education policies since the 1990s and discusses its future development
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