New pedagogical trends in China’s teacher education

A holistic policy text analysis

Bibliographic Data

ID8859119
AuthorsJian Li (0009-0001-8947-8064, Beijing Normal University, corresponding author), Eryong Xue (0000-0002-7079-5027, Beijing Normal University)
Year2021
Volume55
Issue4
Pages446-455
Publication date2021-11-02
Open AccessNo
TypeARTICLE
VenueEducational Philosophy and Theory (JOURNAL)
Journal identifiersISSN: 0013-1857 • E-ISSN: 1469-5812
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131857.2021.1999803
OpenAlexW3208319893
LanguageEN
Citations received2
References cited5

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

Certification · China · Curriculum · Education reform · Excellence · Mathematics education · Pedagogy · Perspective (graphical · Political science · Primary education · Quality (philosophy · Sociology · Syllabus · Teacher education · Global Education and Multiculturalism · Psychology · Social and Cultural Dynamics · Teacher Education and Leadership Studies

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