From Goals to Action: Interpreting Aims and Proposing Strategies for In-Service Teachers Training Policies

Abstract

Teacher quality and professional competence is one of the crucial topics in the research on teachers' training. The researcher has found that in-service teachers' training, which was primarily influenced by policies, plays an important role in the sustainable development of teachers. However, there is a scarcity of research on systematic analyses of aims and implementation of in-service teachers' training policies from the perspective of teachers' professional development. Therefore, this article, based on policy documents from the past five years, adopts a multidimensional model of teachers' professional competence to investigate the impact of the policies on teachers' professional development. The study finds that while policy aims to align with the model of teachers' professional competence, shortcomings persist in practical implementation, such as insufficient practices, low efficiency and a lack of personalized guidance. In conclusion, the article offers some specific recommendations to address these issues, primarily analyzing from three dimensions: educational policies related to in-service teachers' training, school management, and public awareness.