Research On The Production Of Teacher Education Policies : The Construction And Reconstruction Of Value Discourse

The production process of teacher education policy is essentially the construction and reconstruction of value discourse in the text of teacher education policy.Influenced by the policy context of different periods,the value structure of the text of teacher education policy and its real value goal and ought to value goal are always changing.Therefore,the scientific production of teacher education policy requires us to correctly understand the basic value structure of teacher education policy and its changing law.This study uses Fairclough's analytical thinking and framework,and uses a mixture of quantitative and qualitative research methods to systematically sort out and code 533 teacher education policies in China since the reform and opening up,and analyzes the basic structure and evolution characteristics of the producers,construction tools,value discourse and other elements of teacher education policies in China,with a view to provide specific suggestions for the scientific production of teacher education policies in China.In addition to the introduction and conclusion,this study is divided into six parts.The first part puts forward the theoretical basis and analysis framework of this study.The research of teacher education policy is based on critical discourse theory,especially Fairclough's three-dimensional analysis framework.The analysis framework of teacher education policy production mainly consists of three dimensions: text analysis,discourse analysis and social utility analysis.Among them,the content of policy production is mainly divided into the entity value composed of power,economy,knowledge,technology andwelfare,and the symbol value composed of honor,ideology and common vision.The second part mainly combs the context changes of China's teacher education policy production since 1978.Under the influence of different economic,political and social cultural contexts,China's teacher education policy has mainly experienced the recovery and adjustment stage(1978-1984),which is mainly guided by the recovery and development of the national economy,the system reform stage(1985-1995),which is follow up the national modernization strategy,the professional development stage(1996-2005),which is directed by the satisfaction of the development needs of basic education and the characteristic construction stage(2006-2019),with the construction of teacher education with Chinese characteristics as the main guidance.The third part mainly analyzes the text characteristics of China's teacher education policy.In terms of formal structure,the text of China's teacher education policy is characterized by unstable and nonstandard policy stylistic rules and layout,rich policy themes and increasing types of symbolic policy themes,and the main part of policy clauses is to explain "specific matters" of opinions and plans.In terms of content structure,the teacher education policy is mainly composed of "financial input","pre-service training","induction education","in-service training","modernization of education","construction of faculty" and "planning and layout".In different years,the focus of policy has changed with the change of the combination form of seven elements.The fourth part studies the producers in China's teacher education policy.In the power relationship of teacher education policy dominated by official producers,the production of teacher education policy is mainly determined by official producers.Unofficial producers mainly influence the production of teacher education policy through official producers.In the process of the production of teacher education policy,the official producers show the basic characteristics of mainly production of rules and regulations,low stability,multi-sector participation in policies production and rising proportion of joint production.The fifth part analyzes the value structure of China's teacher education policy.Inthe process of producing teacher education policies,official producers mainly adopt four policy tools,such as "regulation","advocacy","capacity building" and "system change".In terms of the use of policy tools,the use of explicit policy tools such as "regulation" and "advocacy" is dominant.After coding and analyzing "power","economic","knowledge","technology","welfare","honor" and "ideology" and "common vision",the eight kinds of core values in teacher education policy,we found that the teacher education policy in the development of our country formed a real value dominated value structure;When the official producer used four policy tools to regulate the value discourse,it was found that the explicit policy tool-value combination type was the most frequently used and the policy tool-value combination type was relatively simple.The last part explores the path of scientific production of teacher education policy in China.Since 1978,China has formed a teacher training system,with the Chinese characteristic,with normal colleges as the main body and high-level comprehensive universities participating.Has constructed a complete teacher promotion system with "national training plan" as the core.Has established a long-term weak compensation mechanism focusing on the support of teachers in the midwest regions and rural areas.Has been preliminarily formed a teacher quality assurance system with teacher professional standards as the core.However,we must realize that there are still many value problems in the current teacher education production in China,such as the mismatch between ought to be value and actual value,the improper proportion of explicit tool and implicit tool,the content of entity value and symbol value is out of harmony,and value orientation is dominated by social value,and the fundamental value of education is difficult to realize.In the future,the policy production of teacher education in our country should pay special attention to the high correspondence between the actual value and the ought to be value,effective coordination of explicit and implicit tools,the balanced distribution of entity value and sign value and the harmonious unity of individual value and social value.