The Synergized Quality Improvement Program in Teacher Education: A Policy for Improving the Quality of China's Rural Teachers

Abstract

Purpose This study elucidates the rationale, implementation, values, and challenges of the Synergized Quality Improvement Program in Teacher Education (SQIPTE)—the first policy specifically dedicated to the development of teaching staff since the founding of the People's Republic of China. Design/Approach/Methods After introducing the primary structure and rationale of the SQIPTE, this study reviews the existing data and research to explain why the program focuses on local normal colleges and determine how it could be implemented more effectively. Findings In establishing group-based assistance under the principle of “1 + M + N” (M ≥ N), the SQIPTE seeks to make normal colleges the primary force in the education of rural teachers and explores a collaborative operating mechanism to this end. Evidence suggests that this innovative program will provide new practical experience for the collaborative development and quality improvement of teachers. Originality/Value This study reviews the SQIPTE as a new Chinese intervention to improve the quality of rural teachers. There is strong evidence to suggest that this innovative program will inspire the construction of collaborative operating mechanisms incorporating multiple resources for teacher education systems across different areas.