2010 年 19 巻 p. 79-89
This study aims to analyze the changes taking place in teacher training after the transformation of Normal Colleges to Universities in modern China.
The research approaches the subject from three perspectives: first, changes occurring to the content of teacher training in the course of the normal colleges' transformation to universities; second, how university teachers appreciate and adjust teaching plans to these changes in the content of teacher training; and third, the influences on the quality of teacher training following such transformation and the general background to this change, based on the analysis of the first two perspectives.
This research takes “University A” as the research object, analyzing its transformation from a normal college to a university. On the basis of studying University A's teaching curriculum over the past 10 years, investigating its training policy and teaching plans, as well as interviewing teachers in its education department, the author summarizes changes taking place in its teaching content and teachers' attitude and adapting strategy towards the transformation, and attempts to study influences on the teaching quality of University A's teacher training.
From this analysis, the author concludes the following:（1）the education program of primary school teachers has been absorbed into university education;（2）curriculum and teaching reform, which is aimed at forming the basis of practical leadership training, is being undertaken; and（3）greater emphasis has been placed on teacher's professionalism. In short, progress has been made in A's teacher training quality as a result of the transformation to a university. The following two issues, however, are left for future research: an examination of（1）the market-oriented evaluation system of university teachers and of（2）the insufficient quantity of teachers being cultivated by the universities.
