INTEGRATION IN TEACHER EDUCATION AND TEACHERS’ PROFESSIONAL DEVELOPMENT IN CHINA
DOI: 10.23951/1609-624X-2022-1-149-158
Introduction. Currently, in the context of the progression of globalization and informatization trends, one-off and terminative education does not always meet the requirements of society and the state for the quality of teaching staff. As part of the popularization of the educational ideology “lifelong learning”, integration in teacher education and professional development of teachers has become one of the leading goals of education reform in many countries. For a long time, the traditional separation in the system of chinese teacher education and the process of professional development of teachers did not allow improving the quality of the teaching staff. In this regard, in China at the end of the XX century research began on the problems of integration in this education and development. Since that time, considerable experience has been accumulated here in the integration of teacher education, both at a theoretical and practical level. The aim of the study is to determine the essence, characterize the key components and identify existing problems based on the analysis of integration in modern teacher education and professional development of teachers in China. Material and methods. The material of this research was the scientific and pedagogical works of Chinese researchers on the research problem. As methods in this work, we used a theoretical analysis of scientific and pedagogical literature on the problem of research, the experience of implementing integration in teacher education and professional development of teachers; generalization and concretization. Results and discussion. Integration in teacher education and professional development of teachers in China is to rationally design the goals and content of teaching at different stages of professional development of teachers, change the division in this process, optimize the use of educational resources, and promote the quality of teaching staff. The government, higher education institutions, professional retraining organizations for teachers and schools, as important participants in integration, in their own way contribute to its implementation in teacher education and teacher development. This integration is mainly reflected in the integration of learning objectives, curricula, educational institutions involved in teacher training, teacher qualifications and educational resources. Promoting effective professional communication and interaction at all stages of professional development of teachers and between various participants in teacher education, strengthening the continuity of the goals and content of education, improving the quality of teaching staff in the system of professional retraining of teachers remain important tasks of integration in teacher education and professional development of teachers in the future. Conclusion. The essence of integration in teacher education and professional development of teachers in China is to change the divisions in teacher training and to promote the continuous professional development of teachers. Through the integration of goals, curricula, educational institutions, attestation of teacher qualifications and educational resources, the quality of teacher training is indeed improved. However, further development and improvement of integration in teacher education is subject to further deep research in theory and practice in this area, and also requires solving existing problems.
Keywords: teacher education, teachers’ professional development, integration, lifelong learning, China
References:
1. James E. J. F. Report of Committee of Enquiry into Teacher Education and Training. URL: http://www.educationengland.org.uk/documents/james/james1972.html (accessed 19 October 2021).
2. 赵中建．国际教育大会第45 届会议的建议. 外国教育资料. 1997. № 6. 4–9页. Zhao Zhongjian [Recommendations of the 45th session of the International Education Conference]. Zarubezhnye uchebnye materialy – Foreign educational materials, 1997, no. 6, pp. 4–9 (in Chinese).
3. 王军. 论作为专业教育的教师教育: 内涵、特征与路径. 教师教育研究. 2019. № 4. 7–15页. Wang Jun [Teacher education as a type of special education: meaning, features and ways]. Issledovaniye pedagogicheskogo obrazovaniya – Research of teacher education, 2019, no. 4, pp. 7–15 (in Chinese).
4. 陈金平. 大数据时代的大学英语教师职业发展. 当代外语研究. 2014. № 4. 35–38页. Chen Jinping. Ot kontseptsii k deystviyu: trudnosti i mery resheniya v integratsii pedagogicheskogo obrazovaniya [Improving the qualifications of English teachers in the era of big data]. Sovremenye isslodovaniya inostrannogo yazyka – Modern studies of foreign languages, 2014, no. 4, pp. 35–38 (in Chinese).
5. 钱军平. 从观念到行动：教师教育一体化的困境与出路. 教师教育论坛. 2015. № 9. 19–25页. Qian Junping [Integration in the system of teacher education in China]. Forum pedagogicheskogo obrazovaniya – Forum for Teacher Education, 2015, no. 9, pp. 19–25 (in Chinese).
6. 余莲. 教师教育一体化的现状. 问题与对策. 2013. № 3. 26–31页. Yu Lian [The current situation, problems and countermeasures of the integration of teacher education]. Forum pedagogicheskogo obrazovaniya – Forum of pedagogical education, 2013, no. 3, pp. 26–31 (in Chinese).
7. 高芳．教师博客：教师专业发展的重要路径. 成人教育. 2010. № 10. 71–72页．Gao Fang [An important path for professional development of teachers]. Obrazovanie vzroslykh – Adult education, 2010, no. 10, pp. 71–72 (in Chinese).
8. 邱秀华．国际教师教育的一体化趋势及其启示. 高教探索. 2005. № 2. 40–43页. Qiu Xiuhua [The trend of integration of international pedagogical education and its experience]. Issledovaniye vysshego obrazovaniya – Research of higher education, 2005, no. 2, pp. 40–43 (in Chinese).
9. 荀渊．教师教育一体化改革的回顾与反思 // 教师教育研究. 2004. № 4. 8–12 页．Xun Yuan [Review and Reflections on the Reform of Integration of Pedagogical Education]. Issledovaniye pedagogicheskogo obrazovaniya – Research in Pedagogical Education, 2004, no. 4, pp. 8–12 (in Chinese).
10. 饶玮，夏泽胜. 我国教师教育一体化的理论反思与实践路径. 继续教育研究. 2015. № 8. 63–65页. Zhao Wei, Xia Jiesheng [Theoretical Reflection and a Practical Way of Integration in Teacher Education in China]. Issledovaniye nepreryvnogo obrazovaniya – Research on Continuous Education, 2015, no. 8, pp. 63–65 (in Chinese).
11. 高树仁，宋丹. 区域教育一体化发展的机制创新. 区域教育改革与发展. 2014. № 4. 18–25页. Gao Shureng, Song Dan [Innovation in the mechanism of integration of the development of regional education]. Reforma i razvitiye regional’nogo obrazovaniya – Reform and development of regional education, 2014, no. 9, pp. 18–25 (in Chinese).
12. 肖瑶, 陈时见. 教师教育一体化的内涵与实现路径. 教育研究. 2013. № 8. 149–152页. Xiao Yao, Chen Shijian [The connotation and realization path of the integration of teacher education]. Obrazovatel’nye issledovaniya – Educational research, 2013, no. 8, pp.149–152 (in Chinese).
13. 董 吉 贺. 推进教师教育一体化改革的几点建议. 继续教育研究. 2006. № 1. 93–96页. Dong Jihe [Some suggestions for promoting the reform of the integration of teacher education]. Issledovaniye o poslevuzovskom obrazovanii – Research on postgraduate education, 2006, no. 1, pp. 93–96 (in Chinese).
14. 常宝宁. 教师教育一体化:本体特征与核心要素. 当代教育科学. 2013. №18. 3–5页. Chang Baoning [Integration of teacher education: features and basic components]. Sovremennye pedagogicheskiye nauki – Modern pedagogical sciences, 2013, no. 18, pp. 3–5 (in Chinese).
15. 杨瑞. 论我国现代教师教育一体化实现路径. 继续教育研究. 2016. № 5. 102–104页. Yang Rui [Research on the path to the implementation of the integration of modern teacher education in China]. Issledovaniye nepreryvnogo obrazovaniya – Research of lifelong education, 2016, no. 5, pp. 102–104 (in Chinese).
16. 吕尚兰. 我国教师教育一体化研究探析. 科教导刊. 2010. № 11. 107–109页. Lu Shanglan [Research and analysis of the integration of teacher education in China]. Naucho-pedagogicheskiy zhurnal – Scientific and pedagogical journal, 2010, no. 11, pp. 107–109 (in Chinese).
17. 张贵新, 饶从满. 关于教师教育一体化的认识与思考. 课程.教材.教法. 2002. № 22(4). 58–62页. Zhang Guixin, Zhao Tsunman [Understanding and Reflection on the Integration of teacher education]. Uchebnaya programma. Uchebnye materialy. Metod obucheniya – Curriculum. Educational materials. Teaching method, 2002, no. 22 (4), pp. 58–62 (in Chinese).
18. 陶梎生, 谢红星. 高等教育改革与发展. 兰州: 兰州大学出版社, 2007. 441页. Tao Zhesheng, Xie Hongxing [Reform and development of higher education: monograph]. Lanzhou, Lanzhou University Press, 2007. 441 p. (in Chinese).
19. 曾本友. 内在一体化:教师教育一体化的新突破. 学术评论. 2008. № 3. 67–69页. Zeng Benyu [Internal integration: a new breakthrough in the integration of teacher education]. Akademicheskoye obozreniye – Academic review, 2008, no. 3, pp. 67–69 (in Chinese).
20. 刘益春, 李广, 高夯. “U-G-S”教师教育模式实践探索 – 以“教师教育创新东北实验区”建设为例. 教育研究. 2014. № 8. 107–112页. Liu Yichun, Li Guang, Gao Hang [«U-G-S» Teacher Education Model Practice Exploration – Taking the Construction of «Teacher Education Innovation Northeast Experimental Zone» as an example]. Obrazovatel’noye issledovaniye – Educational Research, 2014, no. 8, pp. 107–112 (in Chinese).
21. 余桥, 林群, 吴节义. 教师教育一体化过程中的问题分析与策略初探. 绵阳师范学院学报. 2009. № 12. 123–126页. Yu Qiao, Lin Qun, Wu Jiei [Research on the problems and methods of solution in the process of integrating teacher education]. Zhurnal pedagogicheskogo universiteta Myanyan – Journal of the Mianyang Pedagogical University, 2009, no. 12, pp. 123–126 (in Chinese).
22. 徐莉. 对我国教师在职培训现存问题的思考. 教师教育研究. 2004. № 4. 21–25页. Xu Li [Reflections on the existing problems of professional development of teachers in China]. Issledovaniye pedagogicheskogo obrazovaniya – Research of pedagogical education, 2004, no. 4, pp. 21–25 (in Chinese).
( 992.76 kB ) 
( 976.72 kB )
Issue: 1, 2022
Series of issue: Issue 1
Rubric: PEDAGOGY
Pages: 149 — 158
Downloads: 650