Teacher Education Innovation in Northeast Normal University of China: University Governments-Schools Partnership Program

Abstract

Since the beginning of the twenty-first century, along with the rapid economic and social development, especially with the development of information technology and a knowledge-based economy, quality and equity in education have been hot issues in China. In order to meet people’s demand for equal opportunities to quality education and the demand of national modernization, implementation of “quality education” reform and advancement of “balanced development” of education have been put on top of the agenda. Among various means, teachers are regarded as the key to both quality and equality in education. However, because of the lower economic status of teachers, for a long time, the quality of practicing teachers cannot meet the needs of basic educational development. It is more important for the teacher education system (the system that trains teachers) to promote teachers’ professional development and prepare new high-quality teachers in this context. However, teacher education in China has been facing its own problems and challenges. With the opening-up and the massification of higher education in China, the traditional teacher education system is being transformed into a new direction; selective normal universities are changing from institutes preparing teachers for multipurpose universities and more and more comprehensive colleges are being involved in preparing teachers (Zhu and Han 2006).