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CHEN Jun, XIAO Ao, ZHENG Yi
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DOI:10.17265/2161-623X/2023.06.002
Chongqing Normal University, Chongqing, China New York University, New York, USA
This paper seeks to compare the Chinese teachers’ qualification (TQ) system with the Qualified Teacher Status (QTS) process in England, as potential improvements are currently an emerging concern. This research briefly reviews the two contexts, analyzing and reflecting on the strengths and weaknesses of the two systems while considering their underpinning philosophies. It reflects on the essence of teaching, discusses the challenges faced by the Chinese TQ system, and explores how the Qualified Teacher Status in England can inform the future development of new Chinese teachers’ qualification processes. The outcomes of this research aim to make a valuable contribution to the debate and development of the next iterations of teachers’ qualifications in China in the near future.
teachers’ qualification, qualified teacher status, training, education, reflection
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