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)

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Summary

Chapter 4

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

The Full Range of Social Transformation
Quality-Oriented Basic Education Reform
Moving Toward a Balanced Relationship Between Supply and Demand of School Teachers
Objective, Content, and Effect of the Policies
Structural Reform of the Preservice Teacher Preparation System
Construction of a Lifelong Learning System for Teachers
The National Strategy for Constructing an Innovative Country and Building a Harmonious Society
Objectives, Contents, and Effects of the Policies
Degree Upgrade
Improving the System
Alleviating Poverty Through Education
Findings
Revitalization
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