New Pedagogical Trends in China's Teacher Education: A Holistic Policy Text Analysis

Autor/inn/en	Li, Jian; Xue, Eryong
Titel	New Pedagogical Trends in China's Teacher Education: A Holistic Policy Text Analysis
Quelle	In: Educational Philosophy and Theory, 55 (2023) 4, S.446-455 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2021.1999803
Schlagwörter	Educational Trends; Teacher Education; Educational Policy; Policy Analysis; Foreign Countries; Educational Quality; Teacher Qualifications; Teacher Certification; Teacher Education Curriculum; Curriculum Implementation; Teaching Methods; Teacher Effectiveness; Educational Development; China + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Lehrerausbildung; Lehrerbildung; Politics of education; Bildungspolitik; Politikfeldanalyse; Ausland; Quality of education; Bildungsqualität; Lehrqualifikation; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This study explores new pedagogical trends in China's teacher education from a holistic policy analysis perspective. The emerging idea of 'new normal/teacher education' is explored in this study. Applying the comprehensive policy text analysis, we examined the quality of teacher education as the core; explored the comprehensive quality and pursuit of excellence; examined the collaborative sharing training model; and focused on the evaluation of students' training quality. We argued that the 'new normal/teacher education' should be guided by the industry needs reflected in the reform of teacher qualification certification system, implement the overall and advanced curriculum of teacher education, reform the teaching content and teaching methods, and enhance the effectiveness of practical teaching such as education probation and educational practice for normal students according to the professional standards and examination syllabus of teachers. In addition, the conclusion and discussion have also been provided in the end. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01