Reforming Chinese Teacher Education: Findings from Training Program of Multiple-Subject Elementary School Teachers in Rural Northwestern China

Abstract

This research analyzed the lack of education practical competency and training curriculum in teacher education, redefined two core concepts: the educational practical competency and the multiple-subject elementary school teacher. Based on these analysis and definition, this study divided the educational practical competency into three level: basic competency, key competency, and external competency. According to the education practice theory, this study divides the multiple-subject elementary school teachers’ educational practical competency into three parts: the practice to learning the practical wisdom, the practice to communicate with others, and the practice to reflect oneself. Through these review, this study designed three rounds of action research to find a practical way to promote students’ educational practical competency, combined with the action research, the classroom observation, classroom interaction, and focused group interview. This cyclic openness process is renovated every round and reach the developing goal, at last finds some reformations of teacher education in rural Northwestern China.