An Initial Comparison of Chinese Teachers’Qualification and Qualified Teacher Status in England:Reflections and Lessons Learned So Far  

作　　者：CHEN Jun XIAO Ao ZHENG Yi 

机构地区：[1]Chongqing Normal University,Chongqing,China [2]New York University,New York,USA

出　　处：《US-China Education Review(A)》2023年第6期273-285,共13页美中教育评论（A）

基　　金：funded by the Chongqing Social Science Association Program(Grant No.2021NDYB120);the Chongqing Higher Education Association Program(Grant No.CQGJ21B027).

摘　　要：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.

关 键 词：teachers’qualification qualified teacher status training education REFLECTION 

分 类 号：H31[语言文字—英语]