Teacher training in China under the background of professional accreditation
Conducting professional accreditation is an important measure to standardize and guide the construction of teacher education, and improve its quality. A curriculum is not only an important content of professional accreditation, but also the basis for building a teacher training system. In 2017, the Ministry of Education of the PRC issued a standard for professional accreditation of preschool education (primary education, secondary education), which is based on the concept «focus on the student, original on results, consistent improvement» in the field of teachers’ education. The article discusses the train program of four different types of normal universities in China, their conformity with the standard is assessed, curricula are analysed and current curricula are summarized. In accordance with the requirements of accreditation, the structure of the curriculum should have three categories of disciplines: general education, specialized and pedagogical. Currently, there are trends towards standardizing the structure of the curriculum and the increasing importance of pedagogical disciplines. On the other hand, the distribution of scores and semesters for each discipline is not the same, reflecting differences in the settings of curricula between universities due to different educational goals. Undoubtedly, the author thinks the purpose of professional accreditation is not only to identify shortcomings and improve the structure of curricula, but also to form a student-oriented teaching system and prepare teachers to meet the needs of fundamental education in the future.