The Analysis And Countermeasures On The Situation Of Teachers’ Qualification Examination Reform

For sound teacher management system, strengthen the construction of teachers, teachers’ qualification examinations countries reform in 2011, the full implementation of the 2015 National Teacher Certification exam. Teacher qualification examination after the reform more stringent, however, the development and implementation of its policies to be further improved.This study was based on stakeholder theory in teacher qualification examination review of policy development, summed up the characteristics of the current policy on the basis of the examination, that the teacher qualification examination reform policies and the interests of reform exam candidates, the local normal universities, training institutions and other related social mutual adaptation between the person, the coordinated development of a complex and gradual process. Through implementation of the policy analysis methodology, questionnaires and individual interviews found that teacher qualifications national examination after the reform to be improved in the following two aspects:First, the policy of interior design. Mainly in the form and content of the exam is difficult to measure a candidate’s moral character isolated and values of the candidates teaching practical ability is not enough objective in-depth examination, etc; second, external policy implementation. There is still a contradiction between the examination and uncoordinated policy reform for stakeholders. Mainly in the thinking and understanding of the candidates, objective knowledge base and practical skills and exam reform and the principles of gaps exist; form and content of teacher education personnel training and Examination Reform of Local Normal Universities incompatible; examination of social training institutions meaning tendency and exam reform and guide inconsistent and so on.Promoting teacher qualification examination reform, it is necessary to improve teacher qualification examination policy, optimize the internal institutional system design. This requires additional psychological testing, strengthen the applicant moral character and professional philosophy of the test:the implementation of grading finds that the applicant improve teaching practice ability requirements:standardized exam training, strengthen professional and social basis of non-normal students of candidates:establishment feedback mechanism to ensure that all provinces exam organizations to implement more scientific and reasonable. The second is to promote the reform of the local normal universities, facilitate collaboration with external stakeholders. This requires local normal universities and improve management, enhance the relevance of local services; adjust the curriculum, emphasis TEACHERS teacher education; to strengthen teaching and research, promote educational practices applied. The third is to regulate the operation of social training institutions to guide the healthy development of private training.This requires sound regulations, the development of industry standards relevant social training institutions; review and evaluation, social training institutions to strengthen the supervision and management.In short, the teacher qualification examination reform policies in improving internal design, while the needs and interests affect the applicants, local teacher education and training institutions and other social reforms adapted to each other stakeholders, collaboration and thus to contribute to the achievement of the objectives of the reform, jointly promote China reform and development of teacher Education.