TEACHER PREPARATION OF TEACHERS IN BASIC EDUCATION

China  The Ministry of Education (MOE) licenses teacher education

programs, approves training content, and certifies teachers.
 Teachers in China are educated in one of three types of
schools.
- Special upper secondary schools can qualify teachers for
pre-school and primary positions with the equivalent of a
high school diploma.
- Normal colleges, which are the equivalent of a junior
college for teachers, typically train junior secondary
teachers for two years following upper secondary school.
- Finally, normal universities, again specifically for
teachers, train upper secondary teachers in a four-year
bachelor’s degree program.
 Subject knowledge is emphasized more than pedagogical
knowledge as nearly all teachers only teach one subject,
even at primary schools.
 The curriculum includes general education, subject
knowledge, and pedagogy and teaching practice.
 All primary school teachers must hold post-secondary, sub-
degree diplomas, though they may enroll in a teacher
education school immediately after completing junior
secondary education.
- The programs are three to four years in length, and result
in both a high school diploma and an additional certificate.
- These programs include courses in specific subjects,
methodology and pedagogy.
- Teachers must also undergo practical training.
 Secondary school teachers in China must hold bachelor’s
degrees along with a professional certificate, and many of
these teachers also hold master’s degrees.
- Prospective secondary school teachers undergo a similar
 set of courses and practical training to primary school
teachers, but may only enter teacher education programs
after successfully completing upper secondary school.
- For upper secondary school teaching candidates, the
program is typically four years; for those who want to
teach lower secondary school, the program may be as
short as two to three years.
 After earning their diploma, teachers in China must be
certified, which requires two additional steps.
- First, they must pass the National Mandarin Language
Test; afterwards, they must take four examinations in the
areas of pedagogy, psychology, teaching methods, and
teaching ability. 
- Candidates are required to demonstrate teaching abilities
such as classroom management as part of this
examination.
 Once hired, new teachers in China must finish at least 120
hours of training before starting their jobs.
- In China, in addition to this training, all new teachers are
assigned a mentor for about three years.
-  The mentoring process involves all aspects of teaching
including teaching materials, lesson observation and
critique, teaching methods, and development and marking
of exams.
Japan  In Japan, becoming a public school teacher requires
graduating from a Ministry-approved university teacher
education program and then obtaining a teaching certificate
for a particular school level (primary, lower secondary, or
upper secondary) and for a particular subject. 
 During teacher education programs, university students must
earn a required number of course credits and conduct a pre-
practicum in a school for several weeks, supervised by a
 school teacher.
 The board of education for each prefecture or metropolitan
district confers teaching certificates.
 Teachers are required to pass a teacher employment
examination administered by the local board of education
and then complete a one year conditional employment
period. 
 During teacher education programs, university students must
earn a required number of course credits related to each
subject.
USA  Prospective teachers may earn degrees at 2- or 4-year
institutions or through online programs, whose curricula and
requirements vary.
 One pathway for prospective secondary (middle and high
school) is a 5-year program.
 Prospective teachers first earn a 4-year undergraduate
degree in the content area they would like to teach.
 After a fifth year of study they earn a teaching certificate.
 During that fifth year, the students take two types of
academic courses. Foundational education courses that are
required for licensure for all teachers cover such topics as
child psychology, learning and assessment, technology,
English learners, reading in a content area, and special
needs.
 The prospective teachers also complete a 10-week teaching
practicum in the fifth year, in which they gradually take on
teaching responsibilities under the supervision of a
collaborating teacher.
 At the end of the year, the prospective teachers take a
performance assessment, the EdTPA. (American Association
of Colleges for Teacher Education)
 Prospective teachers may complete a sixth year of study if
 they wish to earn a master’s degree in education.
 The master’s requirement is four additional courses, one of
which is a research project.

Resources:

 http://timssandpirls.bc.edu/timss2015/encyclopedia/countries/japan/teachers-teacher-education-and-
professional-development/
 https://ncee.org/what-we-do/center-on-international-education-benchmarking/top-performing-
countries/china/china-teacher-and-principal-quality/
 https://www.glassdoor.com/Salaries/teacher-salary-SRCH_IL.0,5_IN48_KO6,13.htm
 https://www.nap.edu/read/24904/chapter/6#27