Chinese Characteristic Educational Spirit and its Philosophical FoundationYU Weitao(National Academy of
Education Administration, Beijing, 102627, China)Abstract: The spirit of
educators with Chinese characteristics refers to the mental qualities and
overall demeanor formed by a group of educators with a strong sense of
responsibility and mission during their long-term educational practice rooted
in China. The foundation of this spirit is an ideal belief of selflessness and
sincere dedication to the nation; the moral disposition to speak with integrity
and act as a role model is its root; the wisdom to enlighten minds and teach
according to individual aptitudes is its path; the attitude of diligent study,
earnest practice, truth-seeking, and innovation is its essence; the
compassionate heart of enjoying teaching, loving students, and willingness to
dedicate oneself is its soul; and the pursuit of universal welfare and cultural
enlightenment is its spirit. Its formation is deeply rooted in the cultural
logic of China’s excellent traditions, the methodological logic of Marxist
thought, the historical logic of the Chinese Communist Party’s centenary
spirit, and the practical logic of the growth of the educator’s spirit. To
promote the spirit of educators with Chinese characteristics, it’s necessary to
write about the sentiment between the “youthful individual” and the “strong
nation”; to expand the vision of past and future mentors; to cultivate the
great wisdom of teaching in both schools and society; to build a high-quality
system that encompasses both China and the world; and to establish platforms
that respect educators at both national and local levels. All of these aims to
provide robust support for building a high-quality teacher force, accelerating
the construction of an educational powerhouse, and realizing the great
rejuvenation of the Chinese nation.Key Words: educator’s spirit,spirit of educators with Chinese characteristics, philosophical foundation,
high-quality teachers
The Strategic Significance, Real Challenges and Future Focus of “National Excellence Teacher Program”DAI Ruihua, QUE
Yuehong(Faculty of Education,
East China Normal University, Shanghai, 200062, China)Abstract: The “National
Excellence Teacher Program” stands as a pivotal initiative in strengthening
China’s teacher workforce. The program’s innovative strategies regarding candidate’s
professional background, training tiers, and training methodologies have
garnered widespread interest from various sectors of society. While the program
embodies profound strategic implications, it also faces with certain
challenges. These includes the equitable distribution of high-quality teachers
within basic education, the harmonious integration of pedagogical and academic
aspects, and ensuring precise candidate selection aligned with genuine intent
to teach. In response to these challenges, there’s an imperative to intensify
policy advocacy, galvanize widespread participation, and innovate the teacher
education paradigm to enhance the quality of training provided by institutions.
Implementing rigorous selection criteria and elevated training goals is also
vital to ensure the effective implementation of the policy.Key Words: national excellence
teacher program, teacher cultivation, teacher education, science education
Dialogue with scholars: An Important Path for the Growth of Educationist
Teachers in Primary and Secondary Schools——Take the Growth of Famous Educator Li Jilin as an ExampleDENG Xiaoquan, DONG
Bowen(School of Education
Science, Nantong University, Nantong，Jiangsu 226019, China)Abstract: The growth of
educationist teachers in primary and secondary schools is an important
theoretical and practical problem in the field of basic education. Academics
generally believe that the growth of educationist teachers in primary and
secondary schools mainly includes four paths: practice, learning, research and
training. In addition to these four paths, Li Jilin, a famous educator, opened
up the blockages of educational research and realized the sublimation of
theoretical thinking through dialogue with scholars. When primary and secondary
school teachers grow up as educators, they should attach great importance to
the path of dialogue with scholars, actively rely on academic platforms, focus
on educational issues through various ways, and actively engage in dialogue
with theoretical researchers.Key Words: educationist teacher,
dialogue with scholars, growth path, Li Jilin
Value Orientation, Practice Orientation and Basic Path of Education for
Normal Students’ IntegrityAI Dongsheng1,
LIANG Hongliang2, WU Yuejie3(1.Office of Academic
Affairs, East China Normal University, Shanghai, 200241, China;2.College of
Teacher Education, East China Normal University, Shanghai, 200241,
China;3.Patrol work office of party Committee, East China Normal University,
Shanghai, 200241, China)Abstract: Normal students are
the source of the construction of teachers’ team, integrity in teaching is the
inherent requirement of teachers’ professional ethics. Carrying out education
for normal students’ integrity is of great significance to improve teachers’
professional ethics and teaching and educating ability in the future, which is
the meaning of cultivating education for normal students and the inevitable
requirement of building a clean culture in the new era. The education of normal
students’ integrity should be based on ideals and beliefs, enlightened by
advanced culture, and honed by noble morality, which will promote awareness,
perfect system and disciplinary warning in an all-round way. We can strengthen
the construction of an education for integrity system to enhance the integrity
awareness of normal students. Additionally, we can focus on strengthening
educational practices for integrity and promoting the internalization of
integrity awareness among normal students and its manifestation in their
behavior. These measures aim to comprehensively strengthen the education for
normal students’ integrity.Key Words: normal students,
education for integrity, value orientation, path
On Teachers’ Field Learning Power: From Embodied CognitionXU Fangjie(College of Teacher
Education, Capital Normal University, 100037, China)Abstract: Embodied thought
reveals the value of the physical experience attribute in the process of
learning, and provides a possible theoretical perspective for understanding
teachers’ field learning power. In essence, teachers’field learning power from
the perspective of embodied thought is the learning experience state of active
awareness displayed by teachers in the action participation of the education
site, which has the characteristics of embodied participation, situational and
generative. In order to enhance the teachers learning power of teachers, direct
participation should be advocated and embodied experience should be emphasized.
To create concrete educational situation and trigger the substitute experience
of teachers’ learning; Advocate knowledge construction and pay attention to
teachers’ learning experience.Key Words: embodied cognition,
field learning power, body, experience
Criticism, Practicality and Generativity: The Growth Logic of Reflective
TeachersCHEN Huazai1,
LIU Tiefang2(1.School of
Elementary Education, Hunan First Normal University, Changsha，410205；2.School of Educational Science, Hunan Normal University, Changsha，410081, China)Abstract: In the era of
diversity, teachers must become reflective thinkers in the face of diverse
students’ demands. Understanding the contents and features for reflective
teachers, experienced a gradual in-depth historical evolution process, mainly
divides into three logical stages of development: one is represented by Dewey,
emphasizing the critical is the starting point of reflective teachers and
intrinsic motivation, the teacher wants to learn to think critically, get into
the habit of critical inspection and explore; The second is represented by
Schon, who advocates that practice is the basis of reflective teachers. The
essence of teacher practice is not only technology, but also art. The
uniqueness of teacher practice requires reflective teachers to become practical
wisdom. The third is represented by Ball, who holds that generation is the
ultimate goal of reflective teachers, and teachers eventually acquire
transformative learning ability and creative quality through generative
education practice.Key Words: reflective teachers, criticism,
practicality, generativity
A Study on the Implementation Effects of Teacher Burden Reduction PolicyJIANG Fan, YU Ziyu(Faculty of education,
East China Normal University, Shanghai 200062, China)Abstract: This study
investigates teachers’ perceptions of the effectiveness of burden reduction
policies, which are not only related to the acceptability of the policy but
also impact teachers’ job satisfaction and school operational efficiency. Using
methods including independent sample t-tests, variance analysis, and threshold
regression analysis, an empirical survey was conducted among 2,210 primary and
secondary school teachers in City S. The research examines the demographic
characteristics of teachers to identify which groups of teachers are more
sensitive to the practical efficacy of burden reduction policies. The findings
reveal that male teachers are more likely to acknowledge the effectiveness of
burden reduction measures compared to their female counterparts. Young teachers
aged 20-30 exhibit a more pronounced perception of simplifications in
performance evaluations, reductions in administrative tasks, and streamlined
paperwork, while teachers aged 41-50 appear less responsive to such changes in
burden reduction. Furthermore, teachers from other cities within the same
province are more likely to perceive changes in their workload resulting from
the implementation of teacher burden reduction policies. Teachers’ educational
qualifications do not significantly influence their perception of the
effectiveness of burden reduction policies, but factors such as whether they
serve as class advisors, their professional titles, and the grade levels they
teach have a significant impact. In general, non-class advisor teachers,
teachers with third-tier or lower professional titles, and teachers at lower
grade levels tend to have a more favorable view of the effectiveness of burden
reduction policies. The research suggests that to achieve fairness in the
implementation of teacher burden reduction policies, it is necessary to further
uphold the professional attributes of teachers, carry out targeted
interventions to alleviate non-teaching burdens that are challenging to address,
and provide personalized support to different types of teachers, thereby
optimizing the execution of burden reduction policies.Key Words: high-quality
education, non-teaching burden, teaching environment, policy objectives
The Influencing Factors & Forming Mechanism of Teachers’ Work
Vitality:A Qualitative Analysis of 1143 Junior Secondary School Teachers’
NarrativesMA Yun1,2,
ZHANG Xiaofeng1(1.School of
Education, Shanghai Normal University, Shanghai, 200234, China;2.Institute of
General Education, Shanghai Academy of Educational Science, Shanghai, 200032,
China)Abstract: Based on a qualitative
analysis of 1143 junior secondary school teachers’ narratives, the factors
contributing to teachers’ work vitality were summarized into four dimensions,
i.e., teacher individual condition, school organizational support, educational
governance, and social environment. The study found that career prospects,
social status, and workload were the core concerns of teachers. Suggestions
were made to enhance teachers’ work vitality, including awakening teachers’
professional consciousness, building a school-based support system for teacher
professional development, improving teachers’ social status and salary, and a
joint effort from government, school organizations, social agencies, and
individual teachers.Key Words: teachers’ work
vitality, teachers’ individual status, school organizational support,
educational governance
The Challenges Novice Teachers Encounter When Adapting to Their Roles and
Countermeasures under the Background of “Double New”JIANG Jin1,
JIANG Haozhe2(1.College of Teacher
Education, East China Normal University, Shanghai, 200062;2.College of
Education, Zhejiang University, Hangzhou, 310058, China)Abstract: Under the background
of implementing new curriculum and new teaching textbooks, how to help novice
teacher’s complete role adaptation and realize professional development as soon
as possible is one of the core problems to be solved in the construction of
high-quality teachers, and is also the key to connecting and promoting the
integrated development of the pre-service and in-service training systems.
Based on the data analysis of 33 graduates of Master of Education at H
University, this study found that most of the novice teachers who have been
teaching for 0-2 years have not completed the role adaptation well, and they
mainly face three challenges, namely, the challenge of home-school cooperation,
the challenge of educational research and the challenge of classroom teaching.
According to the above results, this study proposes the following suggestions:
strengthen the cultivation of home-school cooperation competence, and
strengthen the joint force to implement the “double new” ideas based on the
promotion of home-school co-education; attach more importance to the
cultivation of educational research ability, and build a collaborative system
to lead teaching innovation, where the promotion of high-quality teaching is
the core; strengthen the personal and differentiated guidance, and improve the
pre-service and post-service connection mechanism based on the professional
development needs of novice teachers.Key Words: novice teachers, role
adaptation, challenge, Master of Education
An Empirical Study on Turnover Intention of Rural Young TeacherFAN Yong(School of Teacher
Education, Nanjing University of Information Science & Technology, Nanjing
210044, China)Abstract: As the main force of
new generation of rural education development, the stability of young rural
teacher is related to the construction of high-quality rural teachers. A total
of 1332 young rural teachers were selected as the research objects to explore
the influencing mechanism of school support on turnover intention of young
rural teachers, and the mediating effect of organizational trust and teacher
organizational identification in the influencing mechanism. School support can
significantly reduce teacher turnover intention; Organizational trust and
teacher organizational identification play a mediating role between school
support and teacher turnover intention, and the indirect effect is greater than
the direct effect. To reduce the turnover intention of young rural teachers, we
need to keep the principle of respect and care, enrich individual mood to
promote rural teachers to “stay”; Promoting learning support and empowerment,
Optimizing institutional environment to guarantee rural teachers “good
teaching”. Optimize the system environment to ensure that rural teachers “teach
well”; Follow the way of trust and collaboration, create the situation of trust
culture and realize the “High Quality” of rural education.Key Words: young rural teacher,
organizational trust, teacher organizational identification, teacher turnover
intention
The Practical Exploration of Innovation and Entrepreneurship Education
Empower the Future Teacher TrainingRUAN Pingzhang(College of Innovation
and Entrepreneurship, East China Normal University, Shanghai, 200062, China)Abstract: It is the duty and
mission of Normal University to cultivate a high-quality, professional and
innovative team of future teachers. From the perspective of national
deployment, global enlightenment, and technological change, it is inevitable to
improve the core competence of future teachers. By sorting out the logical
connotation of teachers’ core competence, based on the current situation and
research, it is found that domestic normal universities are facing a common
practical dilemma in cultivating future teachers. East China Normal University
has integrated innovation and entrepreneurship into the training of future
teachers through “entering the curriculum”, “entering practice” and “entering
the mind”, and has carried out practical exploration and achieved good results.
Based on the “change” and “unchanged” of teacher education in the new era,
cultivating outstanding teachers with “changemaker’s brain” “changemaker’s
hands” and “changemaker’s mind” is a new trend in the development of teacher
education in the future. Based on this, it is proposed to build innovation and
entrepreneurship education ecology that highlights the characteristics of new
concepts, new contents and new mechanisms, so as to continuously empower the
growth of future teachers.Key Words: innovation and
entrepreneurship, future teachers, core competence, hands-on exploration
A Comparative Analysis of the Construction of College Teachers from the
Provincial PerspectiveYOU Li, KONG Qingpeng(Human Resources
Office, Central China Normal University, Wuhan, Hubei 430079, China)Abstract: Strengthening the reform
and development of teachers in the new era is an important foundation for the
reform and development of higher education. Referring to the CIPP model guided
by decision-making and improvement, and based on the relevant public
statistical data in the field of higher education, this study establishes a PLS
structural equation model for the construction of teachers in general higher
education in China. The research shows that there are obvious regional
differences in the construction of teachers in general higher education in
China, and the imbalance of teachers’ structure factors at the provincial level
is the most obvious. Scientific research innovation and international exchange
factors have a significant positive role in promoting the construction of teachers.
Based on the research findings, this paper puts forward some suggestions, such
as strengthening the ideological and political construction of college teachers
and the construction of teachers’ ethics, improving the comprehensive quality
and promoting the coordinated connotation development.Key Words: higher education
institutions, teacher team construction, evaluation index system, structural
equation model
The Effect of Organizational Support on Regular School Teachers’Attitudes
toward Inclusive Education: The Mediating Role of Efficacy and the Moderating
Role of Inclusive Education Policy KnowledgeLIU Lili, XU Zeqing(East China Normal
University, Shanghai, 200062, China)Abstract: Promoting inclusive
education which ensures that every child enjoys fair and high-quality education
is an inevitable choice for China’s educational modernization. Teachers in
regular schools are front-line practitioners of inclusive education, as a
result, their attitudes is directly related to the realization of inclusive
education. Based on the conservation of resources theory, this study explored
the influence of organizational support on teachers’ attitudes towards
inclusive education in the context of regular schools, and explored its
mechanism and boundary conditions from the aspects of mediating and moderating
effects. The results show that: (1)organizational support has a positive effect
on teachers’ attitudes towards inclusive education;(2)teachers’ self-efficacy
of inclusive education mediated between organizational support and teachers’
attitudes; (3)policy knowledge moderated the relationship between
organizational support and teachers’ attitudes towards inclusive education. In
order to improve teachers’ attitudes towards inclusive education, it is urgent
to work together at multiple levels from the outside to the teachers
themselves. Measures like appropriately strengthening policy knowledge,
awakening teachers’ consciousness of main responsibility and enhancing
teachers’ self-efficacy of inclusive education can be taken to make students’
differences truly visible and teachers enjoy the process of education.Key Words: organizational
support, attitudes toward inclusive education, efficacy, policy knowledge
Exploration of Scientific Understanding and Normative Construction of
Educational Study Based on the Certification Standards for Teacher Education
MajorsSHAO Guanghua, CHEN
Danni, MIAO Rongfeng(School of teacher
education, Ningbo University, Ningbo, Zhejiang 315211, China)Abstract: Education internship,
practice and study are the three basic links of the practical teaching system
of normal university students’ education. To ensure the effective
implementation of the practical process of normal university students’
education, we need to fully understand the educational study in the modern
sense. Educational study is often misunderstood as practice and internship in
educational science research. Educational study is a continuation of
educational practice, a deep reflection on educational practice, and a study
and discussion of the unsolved or unthought-through practical problems
encountered in educational practice. The purpose is to solve the problems or
“strange” phenomena encountered in education and teaching, increase the
understanding and knowledge of education and teaching, enhance the experience
of teacher ethics and teaching research, improve the art of class management,
and enhance professional quality. Based on the analysis of the current chaos of
college education courses, this paper tries to give a reasonable optimal design
scheme of curriculum objectives, teaching contents, learning styles and
evaluation standards.Key Words: normal education,
professional certification, education study, normative construction
Play Belief of Preschool Teachers: Investigation, Influencing Factors and
SuggestionsYANG Lijun, ZHANG Juan(College of Educational
Science/Center for Preschool Education Development, Hunan Normal University,
Changsha, Hunan, 410081,China)Abstract: Based on the
significant position of play in kindergartens, preschool teachers’ belief of
play has become the key content of their professional development. In this
study, 1076 preschool teachers were surveyed with a scale. The research found
that the teachers’ view of play is relatively scientific, and presents
characteristics of multi-dimensionality and complexity of understanding,
individual differences and uniqueness; meanwhile, it also shows the ambiguity
and implicitness of process experience; Additionally, education background,
majors and the nature of kindergartens have important influence on preschool
teachers’ play views. The above results have theoretical and practical value.Key Words: preschool teachers,
play belief, influencing factors, suggestions
Practice Path and Enlightenment of AAQEP Evidence-Based Teacher Education
Accreditation in the United StatesPAN Yuelin, XUN Yuan(Faculty of Education,
East China Normal University, Shanghai, 200062, China)Abstract: Evidence-based teacher
education accreditation refers to the process of establishing accreditation
standards based on scientific research evidence, conducting quality review and
making final decisions on teacher education programs according to the
accreditation standards. In this process, institutions applying for program
accreditation are required to present evidence to the accrediting agency that
their teacher education programs meet the accreditation standards. As a new
accrediting agency of teacher education in the United States, AAQEP, on the
basis of the experience and lessons of CAEP, takes “improving science” as the
ideological weapon, develops and improves the evidence-based teacher education
accreditation, and realizes the continual improvement of the quality of teacher
education programs driven by evidence. At present, the concept of “continuous
improvement” has been eliminated in the accreditation of normal education
programs in our country. The AAQEP accreditation suggest important implications
to improve the teacher’s professional accreditation system in our country.Key Words: evidence-based
accreditation, teacher education, AAQEP, continual improvement