Evolución de la formación inicial del profesorado en China (1897-2019)

  1. Zhang, Huimin 1
  2. Egido Gálvez, Inmaculada 2
  1. 1 East China Normal University
    info

    East China Normal University

    Shangai, China

    ROR https://ror.org/02n96ep67

  2. 2 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Journal:
Historia Social y de la Educación

ISSN: 2014-3567

Year of publication: 2021

Issue Title: February

Volume: 10

Issue: 1

Pages: 47-72

Type: Article

DOI: 10.17583/HSE.2021.5204 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Historia Social y de la Educación

Abstract

The objective of this article is to make an approximation to the modern history of initial teacher training in China since the creation of the first Normal School in 1897 until the present time. To this end, an exhaustive review of official regulations and academic production on this regard has been carried out, analyzing the successive reforms that have taken place in the preparation of teachers. From this review, it has been possible to establish a chronology of the evolution experienced by the initial teacher training structured in five major stages: the foundation of the Normal Schools (1897-1911); the expansion of the Normal Schools and its configuration as an independent system (1912-1976); the reorganization of teacher training (1977-1989); the incorporation of teacher training to the University (1990-2009); and the emphasis on professionalization and development of teaching competences (2010-2019). This overview, which covers more than a century, allows us to outline a series of distinctive features that characterize the search for a model of teacher training adapted to the country's political and economic needs and priorities and strongly interrelated with its particular cultural traditions.

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