An Analysis of Teacher Education Policies in China. Issue 1 (January 2015)

• Record Type: Journal Article
• Authors: Hu, Aihua; Verdugo, Richard R.
• Is Part Of: International journal of educational reform. Volume 24:Issue 1(2015)
• Page Start: 37
• Page End: 54
• Publication Date: 2015-01
• Subjects: Educational change -- Periodicals; Educational change -- United States -- Periodicals; Education and state -- Periodicals; Education and state -- United States -- Periodicals; Education, Secondary -- Periodicals; Periodicals; 379
• DOI: 10.1177/105678791502400104
• Languages: English
• ISSNs: 2631-9675

Abstract

Education is a value-laden mechanism serving various national purposes. While politics were the most prominent factors driving Chinese education reform in the past, recent history indicates that additional factors also play a significant role. In our article, we examine teacher education and how educational policies have affected it in contemporary China. We begin by providing a historical description of teacher education in China; then, we use a shortened version of critical analysis of educational policies related to teacher education–- particularly, the most recent education policy of not charging fees to students who are enrolled in teacher education programs. Our findings reveal the following: (1) Reforms about teacher education are driven by political and economic needs rather than the development of teacher education programs or the needs of the Chinese public; (2) there is still much to be done to improve the quality of teacher education and education equity in China; and (3) bottom-up initiatives are needed to actually improve teacher education in China.