In the field of practice, against the background of globalization, informatization and modernization, education no longer presents itself in a simple, orderly, linear and transparent form, but exhibits a variety of complex forms. Therefore, this requires us to think more carefully and grasp it more sensitively. In real life, from the perspective of educational and social development, education has increasingly become an important tool to realize national goals and an important means to realize dreams; from the perspective of education and human development, there is still much room for improvement in education in terms of meeting the developmental needs of people and cultivating ideal personalities. Looking at the development of education as a whole, educational reform is no longer merely local in nature but has become an important means for governments around the world to achieve national interests and international demands. Education is facing various challenges in dealing with uncertainties in human development, changes in human developmental needs and so on. Moreover, the complexity of education attracts thinkers to continuously explore, attempting to discover the “secrets” of the educational world and find the “keys” to transforming the educational world, so that we can better understand and transform this colorful and complicated field.
The Faculty of Education of Northeast Normal University gathered more than ten professors to sort out the research achievements of nearly twenty years, systematically diagnose the problems in educational practice, constantly pursue the truth of education and innovate educational theories. These studies involve not only the construction of theoretical models but also in-depth exploration in the practical field. They not only diagnose problems and analyze causes but also put forward countermeasures and measures. They not only trace back to the origin with a broad historical vision but also care about the reality and look forward to the future. They not only care about the national macro-policy system but also put forward specific and operable methods at the micro level. They are not only rooted in local research with an emphasis on originality but also focus on in-depth learning from an international perspective.
This series of books is a summary of the educational research by the Faculty of Education of Northeast Normal University, a record of the educational research of more than ten professors over the years, and their unique understanding of China’s educational reform. We hope to use this series of books as a pivot to start a dialogue with readers, jointly explore the truth of education, and continuously think, judge and examine in the contemplation of education.
Chapter 1......................................................................................................................................................... 1
Reform and Development of Teacher Education in the New Century ..................................................... 1
Section 1 Reflections on the Goals and Principles of Teacher Training in China in the New
Century .................................................................................................................................................... 2
Section 2 Enhancing the Status of Teachers and Teacher Education and Promoting the
Revitalization and Development of Teacher Education................................................................... 15
Section 3 Giving Play to the “Flagship” Role of the Ministry-affiliated Normal Universities and
Promoting the Revitalization and Development of Teacher Education......................................... 20
Section 4 Analysis on Teacher Training Reform in Ontario, Canada under the Vision of
Excellent Education..............................................................................................................................24
Chapter 2....................................................................................................................................................... 46
Teacher Identity and Teacher Vision......................................................................................................... 46
Section 1 Teacher Professional Identity from the Perspective of the Life Course Theory...........47
Section 2 Vision: An Important Representation of Teacher Development....................................70
Section 3 Teacher Vision and Its Significance for Teacher Development......................................83
Chapter 3....................................................................................................................................................... 96
Learning and Reflection of Pre-service Teachers..................................................................................... 96
Section 1 Apprenticeship Observation and Its Impact on the Process of Student Teachers’ Learning to Teach.................................................................................................................................97
Section 2 Reflection Based on Life Experiences: An Important Form of Reflection for
Pre-service Teachers.......................................................................................................................... 112
Section 3 Cultivating Pre-service Teachers’ Ontological Reflective Ability: Necessity and
Possibility .............................................................................................................................................122
Section 4 Research on the Experience and Reflection of Pre-service Teachers...........................134
Chapter 4..................................................................................................................................................... 145
Teacher Professional Standards................................................................................................................145
Section 1 Professional Standards for Teachers (Trial): Nature, Concepts and Content............146
Section 2 Professional Standards for Middle School Teachers (Trial): Content and
Characteristics.................................................................................................................................... 155
Section 3 Review of the Latest Australian National Professional Standards for Teachers........164
Chapter 5..................................................................................................................................................... 175
Teacher Education Models........................................................................................................................ 175
Section 1 The Research-based Teacher Education Model in Finland: Historical Investigation
and Characteristic Analysis...............................................................................................................176
Section 2 Analysis of the Teacher Education Model at the University of Hawaii from the
Perspective of the Integration of Theory and Practice ...................................................................204
Section 3 Japanese In-school Staff Development: Problem Investigation and Countermeasure
Analysis................................................................................................................................................222
Chapter 6..................................................................................................................................................... 243
Educational Internship .............................................................................................................................. 243
Section 1 Educational Internship of Normal University Students in China: Issues and
Countermeasures................................................................................................................................244
Section 2 An Investigation and Research on the Development of Interns’ Teaching Ability in
Educational Internship ...................................................................................................................... 258
Chapter 7..................................................................................................................................................... 274
Teachers’ Preparedness for Teaching ...................................................................................................... 274
Section 1 Survey on Teachers’ Preparedness for Teaching: An Evaluation Strategy for the
Effectiveness of Teacher Training .................................................................................................... 275
Section 2 The Contribution of Teacher Training Courses to the Preparedness of Pre-service
Teachers for Teaching ........................................................................................................................291
Section 3 The Contribution of Educational Practice Courses to the Preparedness of Pre-service
Teachers for Teaching ........................................................................................................................317
Chapter 8..................................................................................................................................................... 332
Teacher Educators......................................................................................................................................332
Section 1 Teacher Educators in China: Pre-service Training and In-service Professional
Development........................................................................................................................................333
Section 2 Analysis of the National Standards for School-based Mentors in the UK...................358
Chapter 9..................................................................................................................................................... 379
Quality Assurance System of Teacher Education...................................................................................379
Section 1 Construction of China’s Teacher Education Quality Assurance System in the Context
of Opening-up..................................................................................................................................... 380
Section 2 Research on the UK Government-Led Teacher Training Quality Assurance System404
Section 3 Exploration of the External Quality Assurance System for Teacher Training in the
United States....................................................................................................................................... 424
Section 4 An Analysis of the Value-Added Evaluation of Teacher Training Programs in the
United States....................................................................................................................................... 445
Postscript..................................................................................................................................................... 465
Reform and Development of Teacher Education in the New Century ..................................................... 1
Section 1 Reflections on the Goals and Principles of Teacher Training in China in the New
Century .................................................................................................................................................... 2
Section 2 Enhancing the Status of Teachers and Teacher Education and Promoting the
Revitalization and Development of Teacher Education................................................................... 15
Section 3 Giving Play to the “Flagship” Role of the Ministry-affiliated Normal Universities and
Promoting the Revitalization and Development of Teacher Education......................................... 20
Section 4 Analysis on Teacher Training Reform in Ontario, Canada under the Vision of
Excellent Education..............................................................................................................................24
Chapter 2....................................................................................................................................................... 46
Teacher Identity and Teacher Vision......................................................................................................... 46
Section 1 Teacher Professional Identity from the Perspective of the Life Course Theory...........47
Section 2 Vision: An Important Representation of Teacher Development....................................70
Section 3 Teacher Vision and Its Significance for Teacher Development......................................83
Chapter 3....................................................................................................................................................... 96
Learning and Reflection of Pre-service Teachers..................................................................................... 96
Section 1 Apprenticeship Observation and Its Impact on the Process of Student Teachers’ Learning to Teach.................................................................................................................................97
Section 2 Reflection Based on Life Experiences: An Important Form of Reflection for
Pre-service Teachers.......................................................................................................................... 112
Section 3 Cultivating Pre-service Teachers’ Ontological Reflective Ability: Necessity and
Possibility .............................................................................................................................................122
Section 4 Research on the Experience and Reflection of Pre-service Teachers...........................134
Chapter 4..................................................................................................................................................... 145
Teacher Professional Standards................................................................................................................145
Section 1 Professional Standards for Teachers (Trial): Nature, Concepts and Content............146
Section 2 Professional Standards for Middle School Teachers (Trial): Content and
Characteristics.................................................................................................................................... 155
Section 3 Review of the Latest Australian National Professional Standards for Teachers........164
Chapter 5..................................................................................................................................................... 175
Teacher Education Models........................................................................................................................ 175
Section 1 The Research-based Teacher Education Model in Finland: Historical Investigation
and Characteristic Analysis...............................................................................................................176
Section 2 Analysis of the Teacher Education Model at the University of Hawaii from the
Perspective of the Integration of Theory and Practice ...................................................................204
Section 3 Japanese In-school Staff Development: Problem Investigation and Countermeasure
Analysis................................................................................................................................................222
Chapter 6..................................................................................................................................................... 243
Educational Internship .............................................................................................................................. 243
Section 1 Educational Internship of Normal University Students in China: Issues and
Countermeasures................................................................................................................................244
Section 2 An Investigation and Research on the Development of Interns’ Teaching Ability in
Educational Internship ...................................................................................................................... 258
Chapter 7..................................................................................................................................................... 274
Teachers’ Preparedness for Teaching ...................................................................................................... 274
Section 1 Survey on Teachers’ Preparedness for Teaching: An Evaluation Strategy for the
Effectiveness of Teacher Training .................................................................................................... 275
Section 2 The Contribution of Teacher Training Courses to the Preparedness of Pre-service
Teachers for Teaching ........................................................................................................................291
Section 3 The Contribution of Educational Practice Courses to the Preparedness of Pre-service
Teachers for Teaching ........................................................................................................................317
Chapter 8..................................................................................................................................................... 332
Teacher Educators......................................................................................................................................332
Section 1 Teacher Educators in China: Pre-service Training and In-service Professional
Development........................................................................................................................................333
Section 2 Analysis of the National Standards for School-based Mentors in the UK...................358
Chapter 9..................................................................................................................................................... 379
Quality Assurance System of Teacher Education...................................................................................379
Section 1 Construction of China’s Teacher Education Quality Assurance System in the Context
of Opening-up..................................................................................................................................... 380
Section 2 Research on the UK Government-Led Teacher Training Quality Assurance System404
Section 3 Exploration of the External Quality Assurance System for Teacher Training in the
United States....................................................................................................................................... 424
Section 4 An Analysis of the Value-Added Evaluation of Teacher Training Programs in the
United States....................................................................................................................................... 445
Postscript..................................................................................................................................................... 465
Nana Long is Associate Professor of English in School of Foreign Languages, Dezhou University, China. She obtained her Ph.D. in second/foreign language education from Hong Kong Baptist University
in 2015. Her main areas of interest are learner and teacher autonomy, learner and teacher identity, learning
and teaching assessment, motivation and emotions. Her most recent publications include University
English Teacher Identity and Autonomy (2021, Economy and Management Publishing House), The
Construction of Double-qualified University Teachers (2020, Metallurgical Industry Press) and papers
published in Applied Linguistics, Journal of English for Academic Purposes, Studies in Second Language
Learning and Teaching, Chinese Applied Linguistics, and other academic journals.