Study On Policy Transition Of The In-service Teachers Education For Primary And Middle Schools Since 30 Years Ago

Since the third session of the Eleventh National People's Congress in 1978, the education cause that was once seriously damaged has come to its spring, from rehabilitation to vigorous development. Our Party and government pays an increasing emphasis on education and teacher education, and a series of policies and legislations have been issued on in-service education for the middle and primary school teachers, which encourages the development of in-service education for the teachers. This paper means to have a brief historical retrospect of the related policies in the past 30 years, make clear the transition route, search for the causes of the transition, analyze its value orientation and characteristics, and conclude with some suggestions. Four parts are arranged for this paper.Part I: Introduction. Since the reform and opening up, our society has undergone great changes .The implementation of the new curriculum in elementary education as well as the popularization of the nine-year compulsory education has put forward new requirements for the teachers'adaptability, together with the internationalization trend of teachers specialization., which are the reason for choosing this topic as my study. To master the relevant research situation and find some enlightenment needed, a literature review is given according to the logic of the research on teacher education, teacher education policies, and the policies on in-service education for the middle and primary school teachers. The stress is laid on the summery of the current study. Then, concepts of normal education and teacher education, education policies, teacher education policies, in-service education policies for teachers, in-service training for teachers, and continuation education for teachers are defined .On the basis of the above work, the basic thought, research perspectives and methods of the study are determined .Part II: Transition of the in-service education policy in primary and middle school teachers' since the reform and opening .The political and economic system and economic development level of a society often determine the requirements and development level of education, and our economic transformation has experienced three stages since three decades ago, that is, the abolishment of old stuff and establishment of new stuff, alternation of the old and the new, harmonious co-construction. So policy transition of the primary and secondary school teachers in-service education is divided into early recovery and build period, adjustment and reform period, deepen and perfecting stage accordingly. After a comparison of the in-service education subjects, aims, contents, institutes, forms and methods in each period, we can grasp the main characteristics of the education policies for the primary and secondary school teachers, and analyze the existing problems in each period.Part III: Orientation, trends and motivation of in-service education policy changes for primary and middle school teachers. After a comprehensive analysis of in-service education policies for primary and secondary school teachers since the reform and opening ,we can conclude four features of value orientation transition: from compensation and suitability to guide and transcendence , from learning knowledge to developing ability, from individual training to diversified training, from the dualization of teachers cultivation and training to the oneness of teachers education. The policy transition has the following trends: from degree education to life-long education; from work-attention to humanistic solicitude; from career development to career design and management. the internal relation of in-service education policies for middle and primary school teachers with the economic and social development of our country ,and with the reform and development of our elementary education. And these orientations and the trend of motivation is the result of the intrinsic connection between the construction of primary and middle school teachers' in-service education policy and the economic social development, and the direct thrust our country's basic education reform and development.Part IV: The experience and lessons, and grasp of change trends for the purpose of the future in-service teachers education policy reform and improvement. While adjusting and perfecting the education policy, we should deal well with the following relations: Education degree and professional qualification, discipline knowledge and education ability, discipline knowledge and practical knowledge, "going in" and "going out", and external control and automatic control. In-service teachers education for primary and middle schools in the future should take the aim of promoting professional development and developing teachers with practical wisdom, and choose the strategy of guiding teachers professional development from recollection; realizing the sharing and fusion of concepts through dialogue and exchange; and shaping competent teachers with practical wisdom by active participation and careful research.