The current state and directions of teacher education development in China

the authors consider the key points of reforming the modern teacher education system in China, formalizing its legal framework, identifying the shortcomings of its functioning, and defining the main directions of its development. Based on the analysis of scientific literature, the authors have identified the following problematic areas of teacher education in modern Chinese society: insufficient involvement of non-pedagogical universities in teacher training; insufficient consideration of the specifics of educational disciplines of the pedagogical cycle when implemented in non-pedagogical universities; insufficient level of training and motivation of applicants; regional teacher shortages; the predominance of theory over practice. The authors also note a number of positive trends in the development of teacher training in China: emphasis on the implementation of professional standards, mastery of pedagogical ethics, the formation of moral qualities of the personality of a future teacher, the use of modern information technologies in the educational process and evaluation of educational outcomes; the importance of developing and further improving of digital educational resources, applying research and problem-based teaching methods, focusing on the needs of real-world practice in the education system, and the continuous nature of teacher professional development. In conclusion, the authors emphasize that at the present stage, the development of teacher education in China is aimed at solving the identified problems, taking into account the interests of regional communities and the experience of international cooperation, based on long-term planning, taking into account national specifics.

teacher education, pedagogical university, education reform, teacher training, continuous professional development, China