Primary school teacher education in China.

Autor/inn/en	Liu, Mei-Ling; Parade, Ralf
Titel	Primary school teacher education in China.
Quelle	Aus: Schlesier, Juliane (Hrsg.); Frey, Anne (Hrsg.); Hoya, Fabian (Hrsg.); Parade, Ralf (Hrsg.); Rank, Astrid (Hrsg.): Foundations of learning. Unveiling the mosaic of primary education systems worldwide. Bad Heilbrunn: Verlag Julius Klinkhardt (2026) S. 58-96 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Reihe	Grundschule International / Primary Education International
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-7815-2777-5; 978-3-7815-6239-4
DOI	10.25656/01:35794 10.35468/6239-02
URN	urn:nbn:de:0111-pedocs-357945
Schlagwörter	Bildungssystem; Bildungsreform; Grundschule; Primarbereich; Lehrerausbildung; Lehrerbildung; Curriculum; China
Abstract	With a legacy of organised education spanning millennia, China's schooling system is shaped by enduring intellectual and administrative traditions. Since the late Qing Dynasty in 19th century, China's primary, secondary, and higher education systems have undergone a modernisation process, adopting Western-oriented principles. Despite the continuous reforms witnessed in the 21st century, there is a paucity of systematic research on the current structures of primary school teacher education, even though China performs exceptionally well in international assessments such as PISA (Programme for International Student Assessment). This article examines the structures of primary education and teacher education in China in recent years, with a particular focus on primary schools. It provides an overview of their historical development, current institutional organisation, status, student selection mechanisms, scale, and curricular frameworks. Drawing on state policies, statistical reports, and institutional regulations and plans, the study identifies key developments and trends in teacher education. The findings reveal that, alongside traditional normal universities and colleges, elite comprehensive universities in China have also begun to offer teacher education programmes aimed at enhancing teaching excellence. The study highlights significant trends shaping primary school teacher education, including expansion, quality enhancement, systematisation, and standardisation, underpinned by both political and financial support. These developments have contributed to the growing reputation of the teaching profession as a meritocratic and increasingly attractive career path. In conclusion, the article summarises and discusses the implications of these developments for the ongoing professionalisation of student teachers in China. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/4