Research on Teachers’ Professionalization and the Development of Normal Education in China
Higher Education Research
Volume 4, Issue 3, June 2019, Pages: 46-51
Received: May 14, 2019;
Accepted: Jun. 13, 2019;
Published: Jun. 26, 2019
Views 206 Downloads 50
Jie He, Department of Public Course Teaching, Baoji Vocational & Technical College, Baoji, China
Follow on us
In a broad sense, the professional development of teachers’ profession means that teachers’ profession has its own unique professional requirements and characteristics and has a special training system and management system. In a narrow sense, professional development of teachers’ profession refers to the process of professional development of teachers in the whole career, which means that teachers acquire educational expertise and skills by virtue of professional organizations, implement professional autonomy, show professional ethics, and gradually improve their teaching quality as a professional educator after lifelong professional training. In other words, it means the process of professional development from “ordinary people” to “educators”. Essentially, the development of teachers’ professionalization is the process of teachers’ individual professional development, the process of teachers’ continuous acceptance of new knowledge and the process of increasing their professional ability. The professionalization of teachers in China has mainly gone through three stages: the cultivation stage of seniority and clergy, the normal education stage of teachers’ professionalization and teachers’ professional qualification certificate stage. Historically, the professional development of teachers’ profession is closely related to the birth and development of normal education, which is accompanied by the emergence of social division of labor and the development of social productivity. The professional development of teachers’ profession in China must be based on the improvement of teachers’ professional status, the improvement of teachers’ academic qualifications, the improvement of teacher training system and the optimization of curriculum structure. Educational and academic nature, closed orientation and open non-orientation are important characteristics of teachers’ professional development in different periods. Teachers’ professional development must combine the professionalization of normal education with the systematization of pedagogical subjects. At the same time, it promotes the renewal of teachers’ educational and teaching concepts, and further promotes the effective solution of the contradictions between educational and academic nature, closed orientation and open non-orientation.
Intraprocedural Stent Thrombosis, Intravascular Imaging, Newer Anti Platelets
To cite this article
Research on Teachers’ Professionalization and the Development of Normal Education in China, Higher Education Research.
Vol. 4, No. 3,
2019, pp. 46-51.
Copyright © 2019 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/
) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Fan, Z. Y. (2007). Reflections on the Concept of Teachers’ Professionalization. Journal of Sichuan Normal University (Social Science Edition), 6: 62-63.
Zhang, J. F. ＆ Fu, Q. Individual Teachers Based on Teachers’ Professionalism Analysis of Professional Development. The Modern Education Journal, 3: 64.
Chen, Y. M. (2001). Research on Teacher Education. Shanghai: East China Normal University Press, (In Chinese).
Lan, Y. (1996). A Review of Teacher Professionalization Movement in the United States. Foreign Education Research, 4: 32-36.
Gu, M. Y. (2000). Where is the Way Out for Teachers’ Colleges and Universities? Research on Higher Normal Education, 6: 1-5.
Liu, J. (2001). Professionalization of Teachers and Teachers’ Education in China. Journal of Tianjin Normal University, 2: 75-78.
Xie, A. B. (2000). Research on the Development Path of Normal Education in China. Normal Education.1: 13-14.
Huang, Y. X. (2006). Research on Teachers’ Professionalization and Its Development Countermeasure. Journal of Fujian Normal University (Philosophy and Social Sciences Edition), 1:153.
Yang, Y. (2015). Discourse Construction and Meaning Evolution of Teacher Profession. Teacher Education Research Research, 3: 94.
Tian, X. M. ＆ Shi, L. H. (2019). Teacher Training: From De-Normalization to New Normal Education. Journal of National Academy of Educational Administration, 3:89.
Zhao, M. (2018). Cultivating Reflective and Research-oriented Excellent Teachers: Connotation and System Construction of New Normal Education. Northwest Normal University Journal of Social Sciences, 5: 80-86.
Shen, G. C. ＆ Shen, H. N. (2018). Tao Xingzhi's Normal Education Thought and Practice. Teacher Development Research, 3:89.
Jiang, C. J. (2019). The Characteristics and Implications of Chinese Traditional Teacher Culture. Teacher Education Research, 2:110.
Department of Normal Education, the Chinese Ministry of Education. (2003). Theory and Practice of Teacher Professionalization. Beijing: Ren Min Education Publishing House.
Zhou, L. Q. (2018). Return and Innovation: Reflections on Teachers’ Education in the New Era. Journal of South China Normal University (Social Science Edition), 6:74-75.
Li, F. (2016). The Dilemma and Path of Professional Development of Vocational Education Teachers under the New Normal Economy. Vocational and Teaching Education, 17:61.