DOI: 
http://dx.doi.org/10.15293/1813-4718.2302.02
UDC: 
37.014(510)
Ruliene Lyubov N
Доктор педагогических наук, Professor, Professor of the Department of General Pedagogy, Buryat State University named after Dorji Banzarov, ruliene@bsu.ru, Ulan-Ude
Liu Weizhan
graduate student, Department of General Pedagogy, Dorzhi Banzarov Buryat State University, liuweiran126@126.com, Улан-Удэ

Modernization of Teacher Education in China: from Metaphor to Program

Abstract: 
The relevance of the study is due to the need to rethink and apply successful reform practices in the national education system of China. One of the effective means of translating ideological and political concepts is metaphorical language. The publication reveals the essence of the metaphor “Four rays and eight pillars”. The aim of the article is to study the peculiarities of development and implementation of reforms in China on the example of modernization of professional and pedagogical education. The methodological basis of the study is an interdisciplinary approach, the theory of education development in the transition to a post-industrial society, comprehensive research in the field of education reforming. The concepts, principles, ways, state guarantees of professional education reform in China were characterized. The features of educational reform development in China were revealed: close connection with national strategies (“One Belt and One Road”, “Innovation Drive”, “Artificial Intelligence”, “Rural Restoration”), ideological education of teachers, strengthening of basic education teachers. Teacher training includes content and instrumental-technological aspects. The following ideas may be useful for the Russian educational system: self-study as a teacher’s norm of life; active mastering of hybrid learning; anticipatory rather than catch-up teacher training; organization of motivated activities (Strong Teachers program); accuracy, discipline and order in educational practice; creation of digital platforms for continuing teacher education. The conclusion outlines the prospects for the development of the system of teacher education, taking into account the Chinese specificity.
Keywords: 
China; Four Rays and Eight Pillars; Modernization of Professional and Pedagogical Education; Strong Teachers; Continuing Education; Hybrid Learning
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References: 

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