Přípravné vzdělávání a profesní rozvoj učitelů v Číně

Eliška Walterová; Vít Šťastný

doi:10.5817/PedOr2020-1-61

Pregraduate Education and Professional Development of Teachers in China

Vol.30,No.1(2020)

Eliška Walterová Vít Šťastný

https://doi.org/10.5817/PedOr2020-1-61

PDF (Čeština)

Abstract

A support of teachers as key actors of quality education for all is currently widely discussed global aim of the sustainable development. The aim of the study is to present the system of teacher education and their professional development in China, where a support of teachers is a political priority of the government. Methodologically, the study is based mostly on the desk-research and has descriptive analytical character, implicitly comparative. The paper focuses on the continuity of preparation and professional development analyzed on the national level with excursions to provincial and local levels. We concentrate on the structure and curriculum of pregraduate education and transition to practice, professional standards and career development, specifics of teacher activities in schools and cycles of evaluation. Finally, we reflect on characteristic approaches to teacher profession in specific conditions of culturally and typologically diverse education system in the context of educational reforms.

Keywords:
China; teachers; standards; reforms; quality of education

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