Teacher Development Policy in China: Multiple Dimensions (Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices)

✍ Scribed by Jian Li, Eryong Xue

• Publisher: Springer
• Year: 2023
• Tongue: English
• Leaves: 129
• Category: Library

✦ Synopsis

This book comprehensively explores the teacher development policy in China from multiple dimensions. It examines the leading value of 'Four Good Teachers', teacher salary management policy, teacher evaluation policy, teachers’ professional title appointment policy, teachers’ ethic policy in China’s education system, 'County management and school recruitment' policy in teacher management, teachers’ honor recognition policy, and teachers’ qualification management and policy in China. This book not only shares in-depth understanding to epitomize teacher development policies in China contextually, but also provides specific suggestions to address various challenges of teacher development policies both nationally and locally.

✦ Table of Contents

Preface
Acknowledgments
Contents
About the Authors
1 The Leading Value of “Four Good Teachers” in China
1.1 Literature Review of Relevant Research on the Concept of “Four Things” Good Teachers
1.1.1 Research on the Historical Inheritance of Good Teachers in the “Four Have”
1.1.2 The Interpretation of the Specific Connotation of the “Four Have” Good Teacher
1.1.3 “Four Haves” Good Teachers and the Construction of Teachers
1.1.4 Relevant Suggestions of Practicing the “Four Haves” Good Teacher Concept
1.2 Teacher Ethics Construction Policy Under the Guidance of the Concept of “Four Good Teachers”
1.2.1 Overview of the Implementation of the Policy on Teacher Contingent Construction in the New Era
1.3 Problems and Challenges in Practicing the Concept of “Four Good Teachers”
1.3.1 Frequent Problems of Teacher Ethics and Teacher Style Assessment Mechanisms Are not Sound
1.3.2 Teachers’ Ideals and Beliefs Are Weak, and Ideological Problems Are Prominent
1.3.3 Ideological and Political Curriculum and Ideological and Political Education Quality Are not High
1.3.4 Promoting Curriculum Ideological and Political Construction and Implementing the Task of Moral Education
References
2 The Teacher Salary Management Policy in China
2.1 Literature Review and Theoretical Tools
2.1.1 Existing Research
2.1.2 Theoretical Tools
2.2 Policy Text and Implementation Data
2.2.1 The Average Salary of Teachers Shall not Be Lower Than or Higher Than the Average Salary of National Civil Servants (1993–2018)
2.2.2 The Total Income of Teachers’ Performance Pay Shall not Be Lower Than or Higher Than the Average Salary of National Civil Servants (2018–Present)
2.2.3 The Salary Level of Teachers is Relatively Low
2.2.4 Policy is Closely Linked and Coherent
2.2.5 Some Policies Contradict Each Other
2.3 Policy Suggestions
2.3.1 Unify the Expression of the Salary Income Level of Teachers in Policy Documents at the Same Level
2.3.2 Improving Teachers’ Pay and Working Conditions Can Attract more Highly Qualified Teachers, Which Means that more People will be Willing to Enter the Teaching Profession if Teachers are Paid Better than Other Professions
References
3 The Teacher Evaluation Policy in China
3.1 Policy Analysis of Teacher Evaluation
3.1.1 The Content and Characteristics of China’s University Teacher Evaluation Policy
3.1.2 The Evaluation Standard of University Teachers: The “One Vote Veto System” of Teachers’ Ethics is the Fundamental Principle to Follow
3.1.3 The Evaluation Method of University Teachers: The Combination of Summative and Procedural Evaluation
3.1.4 The Evaluation Subject of University Teachers: Pay Equal Attention to Diversification and Specialization
3.1.5 The Evaluation Content of University Teachers: Considering the Principles of Comprehensive, Key and Classified Evaluation
3.1.6 Evaluation Results of University Teachers: Value Orientation Highlighting the Significance of Feedback and Improvement
3.2 The Main Problems of China's University Teacher Evaluation Policy
3.2.1 The Policy Concept of University Teacher Evaluation: Instrumental Rationality and Efficiency Orientation Dominate
3.2.2 Policy Results of University Teacher Evaluation: Resource Bundling and Allocation Based on Results, Performance, and Benefits
3.3 The Future Trend of China's University Teacher Evaluation Policy
3.3.1 Scientifically Governing Teachers and Practicing the “Teacher-Oriented” Evaluation Concept of University Teachers
3.3.2 To Stimulate the Growth of Teachers, Highlighting the Promotion Role of College Peers and Self-evaluation
3.3.3 Strengthening Teachers’ Participation and Implementing Developmental Evaluation Methods for University Teachers
3.3.4 Pay Attention to Teacher Improvement and Establish an Effective Feedback Mechanism for the Evaluation Results of University Teachers
References
4 Teachers’ Professional Title Appointment Policy in China
4.1 The Overview and Policy Content of Professional Title Appointment
4.1.1 Professional Title Evaluation: Improve the Evaluation Mode
4.1.2 Post Setting: Increasing the Proportion of Senior and Intermediate Professional Titles
4.2 Job Recruitment: Complementary Evaluation and Recruitment
4.2.1 Some Problems Existing in the Appointment of Professional Title
4.2.2 Problems in Title Evaluation: Professional and Technical Titles Shall Be Evaluated for Administrative Positions
4.2.3 Problems in the Setting of Professional Title: There Are Huge Differences in the Proportion of Professional Title Structure
4.2.4 The Employment of the Problem: Post-employment Can Be Up or Down
4.3 Possible Countermeasures for the Reform of Professional Titles
4.3.1 The Professional Title Evaluation of Administrative and Teaching Posts Shall Be Clearly Distinguished
4.3.2 Re-examine the Core Purpose of the Professional Title System for Primary and Secondary School Teachers
4.3.3 Establish a Scientific and Reasonable Salary System
References
5 The Teachers’ Ethics Policy in China’s Education System
5.1 Literature Review and Theoretical Tools
5.1.1 The Literature Review of Teachers’ Ethics
5.1.2 The Necessity and Importance of Ethics to Strengthen Construction
5.1.3 Research on the Problems and Implementation Paths in the Process of Teacher Ethics Construction
5.2 Challenges and Problems
5.2.1 In Terms of the Proportion of Policy Tools Used, Command Tools and Incentive Tools Occupy an Absolute Advantage, Which Means that they Undertake the Most Important Work in the Construction of Teachers’ Ethics
5.2.2 Persuasion Tools Occupy Second Place and Adopt a Variety of Forms of Publicity and Guidance, Which Plays an Irreplaceable Role in Promoting the Construction of Teacher Ethics
5.3 Coping Strategies and Prospects
5.3.1 Form a More Comprehensive Teacher Evaluation System
5.3.2 To Promote the Cultivation of Teachers’ Moral Character and Their Attention to Teaching and Educating
References
6 The “County Management and School Recruitment” Policy in Teacher Management in China
6.1 Literature Review and Theoretical Tools
6.1.1 Overview of Teacher Management Policy Development
6.1.2 Review of Policy Research on “County Administrator School Recruitment”
6.2 Policy Text and Implementation Data
6.2.1 Review of the National Policy of “Hiring County Administrators and Schools”
6.2.2 Pilot Reform of “County Management and School Recruitment”
6.2.3 The Overall Situation of the Adoption of the Policy of “Hiring County Administrators and Schools” in Each City
6.3 The Effect and Problems of the “County Management School Recruitment” Policy
6.3.1 Achievements Achieved in Practice of “County Management and School Recruitment” Policy
6.3.2 Problems Faced by the Policy of “Hiring County Administrators and Schools” in Practice
References
7 The Teachers’ Honor Recognition Policy in China
7.1 Literature Review and Theoretical Tools
7.1.1 Literature Review
7.1.2 Theoretical Tools
7.1.3 Normative Research: Speculative Analysis
7.2 Policy Text and Implementation Data
7.2.1 National Teaching Achievement Award
7.2.2 Honor System for Rural Teachers
7.3 Challenges and Problems in Practice
7.3.1 State-Level Teaching Achievements
7.3.2 Honor System for Rural Teachers
7.4 Countermeasures and Suggestions
7.4.1 Allocate the Quota of the National Teaching Achievement Award Reasonably
7.4.2 The Awards of Each Academic Section Are Tilted Toward the Central and Western Regions and Rural Areas
7.4.3 Front-Line Teachers Are Given Priority to Participate in the Evaluation and Award
7.4.4 Encourage Collaborative Innovation in Education and Teaching Outcomes
7.4.5 Establish an Open and Democratic Evaluation Mechanism
References
8 Teachers’ Qualification Management and Policy in China
8.1 Literature Review and Theoretical Tools
8.1.1 Literature Review of Teacher Qualification Management
8.1.2 The Status of Teachers’ Education and the Quality of Teachers
8.2 Policy Text and Implementation Data
8.2.1 Pilot and Promote the National Unified Primary and Secondary School Teacher Qualification Examination System and Regular Registration System
8.2.2 Reform of Teachers’ Qualification Certification for Normal University Students Without Examination
8.3 Challenges and Problems in Practice
8.3.1 Teacher Qualification Standards Do not Adapt to the Development of the Times
8.3.2 The Enthusiasm of Normal University Students to Be Exempted from Examinations Needs to Be Improved
8.3.3 Teacher Qualification Examination Shapes the Teaching Ability of Sham Education
8.3.4 Regular Registration of Teachers’ Qualifications Has not Been Effective
8.3.5 A Single Administrative Body for Teacher Qualifications
8.3.6 Policy Objectives Need to Be Further Clarified
8.3.7 Institutional Support Needs to Be Further Improved
8.4 Countermeasures and Suggestions for Challenges and Problems
8.4.1 Redesign Teacher Qualification Standards to Respond to the Development of the Times
8.4.2 Improve the Examination Exemption Mechanism for Normal University Students and Mobilize the Enthusiasm of Colleges and Universities
8.4.3 Standardize the Teacher Qualification Examination and Respond to the Professional Characteristics of Teachers
8.4.4 Improve the Regular Registration System and Make It Effective
8.4.5 Encouraging Third-Party Institutions to Participate in the Management of Teacher Qualifications
References