A Study on Theoretical Logic and Practical Approach to Building China’s Independent Knowledge System for the Discipline of Teacher Education

Abstract

The building of China’s independent knowledge system for the discipline of teacher education shoulders the mission of highlighting the Chinese characteristics of teacher education, enhancing the generation of teacher education theories, and advancing the in depth development of teacher education reform. Therefore, it represents a rational choice and scientific pathway for driving a systematic leap and innovative development in the quality of teacher education. Currently, the building of China’s independent knowledge system for the discipline of teacher education needs to follow the strategic direction guided by the Chinese path to modernization, reshape cognitive frameworks, clarify generative mechanisms, define practical pathways, and respond to developmental needs. Specifically, it is necessary to establish an independent development perspective, awaken a sense of disciplinary independence, focus on practical problem domains rooted in reform practice, forge an iconic concept cluster, and foster an inter-constructive system chain to promote the deep integration and innovative development of teacher education theory and practice.

Keywords

teacher education / the discipline of teacher education / independent knowledge system

RIGHTS & PERMISSIONS

Higher Education Press