A Comparative Study On In-service Training Policies Of Sino-US Primary School Teachers

Education is a fundamental project based on the cultivation of qualified teachers.With the advent of knowledge economy,waves of education innovation have spread all over the world.In particular,many countries have paid more attention to the building of teachers.Obviously.making teachers more qualified is the major goal of China’s education reform.As an indispensable part of normal education,in-service training serves to complement pre-service education and inductive education as well.Nowadays,great changes have taken in economic,technology and education,so it’s impossible to impart all education theories and skills to would-be teachers in three to four years.Therefore,putting more emphasis on how to conduct in-service training will be bound to significantly accelerate the course of integration of professional development and teacher’s education.Besides,carrying out high-quality in-service training for primary school teachers advancing with the times is the quickest and most effective way to increase the total amount of high-quality educational resources.More importantly,it is a significant move to implement the plan of rejuvenating China through science and education and to realize the great rejuvenation of the Chinese nation.Since the founding of the People’s Republic of China,the Chinese government has placed greater emphasis on the in-service training of primary school teachers and related policies have been continuously introduced.Admittedly,the primary school teacher’s education in China has also produced unprecedented results,but there are still some problems.In 2016,the “13th Five-Year Plan” for the Development of National Education,issued by China’s State Council,points out that China’s education reform has achieved remarkable success,but there still exist some problems,such as inadequate high-quality educational resources,unreasonable layouts,imbalanced and uncoordinated development of education.Primary education is the starting point of the entire cause of education,and quality of primary school teachers will directly affect the quality of junior and senior school students,thus indirectly affecting the quality of the country’s future successors.However,national teacher’s education policy can play a key role in promoting the construction of quality education resources.Domestically,there are many domestic research results on the in-service training policy for primary and secondary school teachers,and there are many journal articles on the educational model of primary and secondary school teachers in the United States.However,there is practically no comparative analysis of the policy texts on the in-service training of primary school teachers in China and the United States.In addition,economic globalization requires that we take a more objective and more rational attitude towards other countries’ advanced training concepts and successful experience.Meanwhile,we should scientifically absorb the essence of teacher’s training in other countries.Therefore,it is necessary to analyze and compare the main policies which promote the development of in-service training for primary teachers both in China and America as a whole.Therefore,this study is based on relevant research of domestic and foreign scholars on the in-service training of Chinese and American primary school teachers.The texts of relevant policies on the in-service training of primary teachers in primary schools in China and the United States are investigated by using research methods such as content analysis,literature research,historical research and comparative analysis.Macroscopically,the present writer clarifies the development process of the in-service training for primary school teachers in both countries,which makes evolution of relevant policies for the in-service training of primary school teachers in both countries more clear;Microscopically,the present writer focuses on relevant policy documents issued by the Ministry of Education of two countries.To be specific,the present writer has conducted in-depth interpretation and comparative analysis on representative and profound training policy texts for primary school teachers in two countries from policy bodies,policy objects and policy goals.Comparative studies have found that the texts of the in-service training policies for primary teachers in two countries are valuable but they also have deficiencies.China is less prone to introduce policies aimed at in-service training for primary school teachers,lacking pertinence.Besides,the content of policy texts seems duplicative,outdated,ambiguous and generalized.By taking into consideration advantages of American primary school teacher training policies and China’s educational reality,the present writer gives some suggestions for the formulation of education policy texts as follows.Firstly,we should actively respond to reforms in the new era and tailor teacher training policies;secondly,we should give play to the advantages of national think tanks and improve the level of teacher training decisions;thirdly,the government must improve training fund security policies to ensure the quality and effectiveness of teacher training;fourthly,we must have confidence in our education by avoiding weaknesses,and be open to embrace useful experience so as to make our education prosperous.Based on China’s national conditions,this thesis looks at the worldwide models of in-service training for primary school teachers and adopts the best of them to tailor China’s training for primary school teachers.It seeks to inspire our government to take effective measures to promote higher,faster,and stronger development of teacher’s education.