New pedagogical trends in China’s teacher education: A holistic policy text analysis

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.

Keywords:

• Teacher education
• pedagogical trends
• policy analysis
• China’s education development

Acknowledgements

Eryong, Xue and Jian Li serve as co-first/corresponding authorship in this study.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

Beijing Educational Science Priority program “Coordinated Development of Beijing-Tianjin-Hebei region and Optimal Allocation of Vocational Education Resources in Beijing” (Project No. : AEAA17010).

Notes on contributors

Jian Li

Jian Li, Assistant professor, China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing, China

Eryong Xue

Eryong Xue, Professor, China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing, China