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2018 Volume 5 Issue 6
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ZHAO Huaye. Teacher Education: the Crisis of De-professionalization and the Professional Strategies[J]. Journal of Teacher Education, 2018, 5(6): 8-16. doi: 10.13718/j.cnki.jsjy.2018.06.002
Citation: ZHAO Huaye. Teacher Education: the Crisis of De-professionalization and the Professional Strategies[J]. Journal of Teacher Education, 2018, 5(6): 8-16. doi: 10.13718/j.cnki.jsjy.2018.06.002
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Teacher Education: the Crisis of De-professionalization and the Professional Strategies

  • Surwey of Education of Periodical Office, Guangxi Journal Media Group, Guilin, Guangxi 541006

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  • Received Date: 28/06/2018
  • The idea of de-professionalization brings crisis and threat to the traditional teacher education, weakens the position of teacher education institutions, causes people to question and criticize teachers' professional knowledge, exposes the problems of the weak foundation of teachers' professional knowledge, the fragmentation of teacher education curriculums, the separation between teacher professional training and educational practice, etc. Therefore, we should reconstruct teachers' professional knowledge and teacher education curriculums based on empirical research, strengthen teachers' "clinical practice" so as to make it become habits, and promote the deep cooperation between universities and elementary and secondary schools.
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Teacher Education: the Crisis of De-professionalization and the Professional Strategies

  • Received Date: 28/06/2018

Abstract: The idea of de-professionalization brings crisis and threat to the traditional teacher education, weakens the position of teacher education institutions, causes people to question and criticize teachers' professional knowledge, exposes the problems of the weak foundation of teachers' professional knowledge, the fragmentation of teacher education curriculums, the separation between teacher professional training and educational practice, etc. Therefore, we should reconstruct teachers' professional knowledge and teacher education curriculums based on empirical research, strengthen teachers' "clinical practice" so as to make it become habits, and promote the deep cooperation between universities and elementary and secondary schools.

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