A Study On The Development Of Teacher Education Policy In UNESCO

Since 1945, the impact of United Nations Educational, Scientific and Cultural Organization(UNESCO) to the world education is becoming more and more important. Teacher education policy as one the most key area focused by United Nations Educational, Scientific and Cultural Organization, UNESCO issued a lot of reports, announcements, suggestions on teacher education, it plays a guiding role to the development of the teacher education all over the world. This paper investigate the effects and inspiration of UNESCO teacher education policy by introducing and analyzing teacher education policy released by UNESCO.This paper will discussion and analysis of UNESCO teacher education policy’s status, changes effects and enlightenment by using historical method, literature method and comparative method, in order to provide reference and inspiration for the current teacher education policy in china.This paper is divided into six chapters as follows:The first chapter is the introduction, analyses the background and reason to select UNESCO teacher education policy research, proposed UNESCO teacher education policy is reflected in the teacher education related project documents, proposals, reports,conference papers and some aid programs for teachers issued by international organization. At the same time, consider that the integration of teacher education is the trend of development in the world, thus teacher education policy mentioned in this paper includes pre-service teacher education policy and in-service teacher education policy. The paper analyses the foundation of teacher education policy from four dimensions of philosophy, society, economy and culture; To determine the theoretical framework of Teacher Education: life cycle theory of teacher occupation.The second chapter is to pay attention to the teacher professionalism and teacher training: established in 1945-UNESCO released teacher education policy in the early 1980 s. 《 Recommendation Concerning the Status of Teacher 》 issued by UNESCO in 1966, first proposed the point of view that "education work should be treated as a professional occupation, the occupation requires teachers to keep strictly and continuous learning, obtain and maintain special knowledge and special technology" From then on, the teacher specialization has become the trendof international teacher education reform. Refer to teacher training, No.36 introduction issued in 1953, No.45 introduction issued in 1957, No.55 introduction issued in 1962, the common point of all above introductions is strengthen the training of primary school teachers.The third chapter is focus to the recruitment and training of teachers:the teacher’s education policy of UNESCO from late 1980 s to early 1990 s. Refer to teacher recruitment, UNESCO issued eightieth recommendations 《 Education of Strengthen Teachers’ Effect in the Changing World》and other related suggestions in1996. Refer to training teachers, UNESCO using a series of measures to improve the skills and literacy of the teachers.The fourth chapter is focus on the teachers’ integration: UNESCO teacher education policy in the new century. This chapter analyses UNESCO teacher educational policy in three aspects: Teacher training policy; Initial teacher training policy; the policy of teacher professional development. UNESCO give more comprehensive concern to teacher education policy in the new century.The fifth chapter is the factors of the evolution, characteristics and influence of UNESCO teacher education policy. Characteristics of UNESCO teacher education policy include the following points: from focus on pre-service education to pay attention to teacher education integration; from the attention of teachers specialization to pay attention to the teacher professional development; From the attention to teacher training to the attention of initial teacher training. The guiding theories in different periods and education reform practice from different countries effected UNESCO teacher education policy.The sixth chapter states the influence and inspiration of the development of UNESCO teacher education policy to China. Give an explanation of the relationship between UNESCO and China, divided the development of Chinese teacher education policy into the following stages: the recovery and adjustment period of teacher education policy(1949-1970): focus on teachers training; Exploration and improving period of teacher education policy(1971-1989): pay attention to teachers’ professionalization; The transformation and improvement period of teacher education policy(1999- present): pay attention to the teacher recruitment. To study the effect to our country of UNESCO teacher educational policy, Including the specialization of teachers, educational information and communication ability, and puts forward the enlightenment to our country.