Deficiencies in the Focus:Rural Teacher Policy Evolution Analysis-Reflections on the Ten-Year Implementation of the Outline of China’s National Plan for Medium-and Long-Term Education Reform and Development(2010-2020)

Rural teachers are a weak part of China’s teacher team.Over ten years,China has been continuously making up deficiencies in its policy,with the focus first on rural teachers,teachers of village schools and teaching sites,then further on the rural teachers in the contiguous poverty-stricken areas,national-level poor counties,and finally on teachers of areas of extreme poverty like the“three regions”and“three prefectures.”The construction of the rural teacher policy system has been continuously strengthened by refining supplement,enhancing security,optimizing management,and improving quality,which has effectively helped with the problem of“teachers are unwilling to teach,to stay,or to teach well in rural areas,”and laid a solid foundation for improving the quality of rural teachers and narrowing the gap between urban and rural education.However,there are still deficiencies in the policies concerning rural teachers.Further investigation and monitoring are needed to consolidate the foundation for policy improvement research and reflect the rural point of view in policy making.

Making Teaching an Enviable Profession:New Epoch-Making Teacher Policy in China and Challenges

In early 2018,China promulgated the Opinions on Comprehensively Deepening the Reform of the Teaching Force Development in the New Era.This was a new landmark teacher policy endorsed at the highest decision-making level since the establishment of the People’s Republic of China.The policy established ambitious objectives:by 2035,it aims to increase the quality of teachers greatly,to modernize governance systems,and to make teaching an enviable profession.At the same time,it proposes a series of policy programs that include 23 policy measures.

Contribution of International and Comparative Approach to the Policy and Practice of Teacher Education

This study intends to identify the value and pitfalls of international and comparative approach for the policy and practice of teacher education.The structure of this article proceeds as follows:the first section focuses on explaining the meaning and the values of international and comparative approach;based on previous discussions,the second section makes a more in-depth analysis of the values of international and comparative approach to teacher education from five key themes;the final section of this article proposes and interprets the drawbacks of international and comparative approach in teacher education.

From Scale to Quality:Experiences and Challenges in Teacher Education in China

Purpose:This essay examines the history of China’s teacher education policies,summarizes the Chinese experience of teacher education reform,and frames the major challenges facing teacher education reform in China today.Design/Approach/Methods:This relies upon a detailed analysis of the teacher education policies implemented by China since 1978.It also explores the actual practice of Chinese teacher education reform by examining the ways in which such reforms have contributed to the overall reform of China’s basic education system.Findings:Chinese teacher education places emphasis on the cultivation of teachers’devotion to education and the importance of improving the teaching skills of normal college students.An effective teacher governance mechanism is the institutional guarantee for the positive role of teachers.However,the absence of comprehensive universities in the open teacher education system and a lack of autonomy for teachers in the performance management system are major challenges facing teacher education in China.Originality/Value:This essay has outlined the most current and recent reform efforts in China’s teacher education.It also explores how such efforts fit into the larger scheme of basic education reform in China.