The Research Of Teacher Inductive Education Policy Of Primary And Secondary School In China

There has been a limitation in teacher education before they get teaching position for a long time, which is divided into two independent stages, pre-service education and in-service training. With the development of life-long education idea, people are gradually realizing that there are three mutually independent but inter related phases in teacher education, which lead to pre-service education, inductive education and in-service training. The country has issued a number of policies for pre-service and in-service education teachers in primary and secondary schools, but as a part of teacher education, only inductive education has not issued any specific policies, except the requirements of Teacher continuing education in1999and Opinions on strengthen primary and secondary teacher training in2011. These two documents only stipulated the objects, objectives and time without any specific regulation to guarantee the quality of education, the funding, investment mechanism and educational supervision mechanism, obviously, our inductive education in primary and secondary schools have encountered a great extent of disregard, and the lack of policies and regulations in the name of national will have become a key factor that restricting the development of inductive education. In a word, inductive education policy is not prominent in the whole teacher education system. The missing principle position and policy content resulting in a formalized pre-job training, unsatisfied new teacher school-based training and an absent policy supervision and evaluation mechanism, which caused a large setback of inductive education and also delayed the professional development of beginning teacher in certain extent. Briefly, idea lag, system obstacles and environmental impact are some factors that delayed the inductive education of beginning teachers in our primary and secondary schools. So it is the fact that to improve inductive education policy will be an effective way to promote beginning teachers’ professional development. Therefore, to study teachers’ inductive education from a perspective of education policy is not only an effective way to ensure the professional development of beginning teachers but also it is a requirement for the construction and perfection of teacher education policy integration.The thesis is divided into six parts. Part one is the introduction, which discusses the origin, analysis of the status, significance and methods of the research. The second part reviews and summarizes the status and problems in the teachers’ inductive education policy of primary and secondary school, and an analysis of its causes. The third part gives a theoretical research and analysis from the essence and value orientation of teachers’ inductive education policy, which is to confirm the policy problems to be solved and establish a scientific purpose. The next part focuses on teachers’ inductive education policy, from national level, local level and school level to improve the content of inductive education policy in primary and secondary school. Part five mainly researches on the process of teachers’ inductive education policy, proposing some specific advices. The last part proposes some necessary security for the scientific policies and effective implements of teachers’ inductive education.