The purpose of this paper is to explore how well Chinese teacher education positions itself in preparing qualified teachers for its vast k‐12 education system, especially in the transition from examination‐oriented to that of future‐oriented education.
This paper looks at literature discussing background, strengths and weakness of current Chinese teacher training programs. It also employs the Delphi‐based scenario research method to explore plausible futures of curriculum design for teacher education.
The paper finds that, in order to ensure its astonishing economic development and present itself as a constructive force to the world betterment, it is crucial for China to carry on its ongoing educational reform, especially in the area of curriculum for its teacher training programs. It also concludes that the disciplinary curriculum currently employed in Chinese teacher education should be shifted to the trans‐disciplinary curriculum to produce future‐oriented and internationally‐prepared graduates the country demands in its effort to play an important role on the international stage.
This research, while meriting the structured instruction displayed by the Chinese education system, argues that the system should strive to provide students with such skills as creativity, flexibility, initiative, leadership, all necessary in the globally connected future world. The second part of this paper will focus on four scenarios as a result of his recent research among Chinese educators and administrators.
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