Characterizing reform and change of teacher education in China in the new era
Keywords:
China, Pre- and In-service Teacher Education, Reform and Innovation, Role of the Central Government, Curriculum and InstructionAbstract
Starting with a brief overview of the history of teacher education development in China, this paper aims to shed light on a few major positive characteristics in the reform and change of teacher education in China occurred in the past decade. These include changing role of the central government, innovations in curriculum and instruction in pre-service teacher education and strengthening of in-service teacher development. Challenges and issues faced by the reform and development of teacher education in China will be discussed in the final part of the paper together with a brief discussion on directions for the future.
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References
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Sun, Y., & Zhao, M. (2004). Teacher professional development schools: Exploration, experience and learning. Research in Teacher Education, Volume 1, 2004.
Wang, C. (2002). Basic thinking for building teacher development schools. Teacher Training for Elementary and Secondary Education, Vol 5, 2002.
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Wang, J. (2007). School-based teacher professional development system: one elementary school’s practice and its theoretical significance. In Zhou N.Z (Ed.), Teacher education reform and teacher professional development: International vision and local practice. East China Normal University Press.
Wang, J. (2007). Teacher education in China: Current situation, issues and future trends. In Zhou N.Z (Ed.), Teacher education reform and teacher professional development: International vision and local practice. East China Normal University Press.
Xie, A. (2006). Institutional innovation and systematic construction of teacher education in the transformational period. Frontier of Education in China. Volum 2, 2006, pp. 201-211.
Xu, Y. (2009). School-based teacher development through a school-university collaborative project: a case study of a recent initiative in China. Journal of Curriculum Studies,Volume 41, Number1, pp. 49 – 66.
Zhu, Y. (2006). Research on reforms in personnel management regulations for elementary and secondary school teachers. In Ma, Li (Ed.) National secondary and elementary teacher contingency – Current situation, forecast and countermeasures. People’s Education Press, pp. 151-154.
Zhu, X., & Han, X. (2006). Reconstruction of the teacher education system in China. International Education Journal, Voume 7, No. 1, 2006, pp. 66-73.
China MOE, Development and Planning Department. (2011). Analytical Report on the Development of National Education Enterprise. April 2011(Internal circulation).
China MOE. (2010). Outline of National Mid- and Long-term Educational Reform and Development (2010-2020). People’s Education Press.
China MOE, International Collaboration and Exchange Department (2000). Teacher Education in China (for foreign media and publicity).
China MOE. (1999). Deepen education reform and promote quality education in an overall manner. Beijing: Higher Education Press, pp. 343
China MOE, Teacher Education Department. (1997). Compilation of Documents from the First Five National Normal Education Working Meetings. North-East China Normal University Press, p. 183.
Ding, B. (2001). On reform and innovation in American teacher education – Professional development schools and what we can learn. Beijing Capital Normal University Bulletin (Social science edition). Volume 1, 2001.
Fang, Y.P., & Paine, L.W. (2000). Challenges and dilemmas in a period of reform: Preservice mathematics teacher education in Shanghai, China. Mathematics Educator, 5(1/2) 32-67.
Gao, D. (2000). (Ed.) Research and Practice in the Curriculum of Normal Universities and Colleges. Tianjin People’s Press.
Gopinathan, S., Tan, S., Fang, Y.P., Ponnusamy, L. D, Ramos, C., & Chao, E. (2008). Transforming Teacher Education: Redefining Professionals for 21st Century Schools. Singapore: National Institute of Education.
Guo, S. (2005). Exploring Current Issues in Teacher Education in China. The Alberta Journal of Educational Research Vol. 51, No. 1, 69-84
Paine, L.W., & Fang, Y.P. (2006). Reform as hybrid model of teaching and teacher development in China. International Journal for Education Research, 45(4-5), 279289.
Paine, L.W., Fang, Y.P., & Wilson, S. (2003). Entering a culture of teaching: Teacher induction in Shanghai. In E. Britton, L. Paine, D. Pimm, & S. Raizen, Comprehensive teacher induction: Systems for early career learning (pp. 20-82). Dordrecht: Kluwer Academic Publishers.
Sargent, T., & Hannum, E. (2009). Doing More with Less: Teacher Professional Learning Communities in Resource-Constrained Primary Schools in Rural China. Retrieved in October, 2011 at http://repository.upenn.edu/gansu papers/14.
Shi, X., & Englert, P.A.J. (2008). Reform of Teacher Education in China, Journal of Education for Teaching, Volume 34, Issue 4, 2008, pp. 347 – 359.
Sun, Y., & Zhao, M. (2004). Teacher professional development schools: Exploration, experience and learning. Research in Teacher Education, Volume 1, 2004.
Wang, C. (2002). Basic thinking for building teacher development schools. Teacher Training for Elementary and Secondary Education, Vol 5, 2002.
Wang, D., & Gao, M. (In Press). Social mobility vs. educational equality: The conflict of the Free Teacher Education Program in China.
Wang, J. (2007). School-based teacher professional development system: one elementary school’s practice and its theoretical significance. In Zhou N.Z (Ed.), Teacher education reform and teacher professional development: International vision and local practice. East China Normal University Press.
Wang, J. (2007). Teacher education in China: Current situation, issues and future trends. In Zhou N.Z (Ed.), Teacher education reform and teacher professional development: International vision and local practice. East China Normal University Press.
Xie, A. (2006). Institutional innovation and systematic construction of teacher education in the transformational period. Frontier of Education in China. Volum 2, 2006, pp. 201-211.
Xu, Y. (2009). School-based teacher development through a school-university collaborative project: a case study of a recent initiative in China. Journal of Curriculum Studies,Volume 41, Number1, pp. 49 – 66.
Zhu, Y. (2006). Research on reforms in personnel management regulations for elementary and secondary school teachers. In Ma, Li (Ed.) National secondary and elementary teacher contingency – Current situation, forecast and countermeasures. People’s Education Press, pp. 151-154.
Zhu, X., & Han, X. (2006). Reconstruction of the teacher education system in China. International Education Journal, Voume 7, No. 1, 2006, pp. 66-73.
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Published
2011-12-12
How to Cite
Yiming, Z., & Ping, F. Y. (2011). Characterizing reform and change of teacher education in China in the new era. Journal of Research, Policy & Practice of Teachers and Teacher Education, 1(1), 30–44. Retrieved from https://ejournal.upsi.edu.my/index.php/JRPPTTE/article/view/129
