What Makes a Teacher: Insights from the Traditional Secondary Normal School Training System for Contemporary Teacher Education

Ziyu Li

doi:10.54254/2753-7102/12/2024126

Research Article

Open access

Published on 5 November 2024

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Li,Z. (2024). What Makes a Teacher: Insights from the Traditional Secondary Normal School Training System for Contemporary Teacher Education. Advances in Social Behavior Research,12,69-72.

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What Makes a Teacher: Insights from the Traditional Secondary Normal School Training System for Contemporary Teacher Education

Ziyu Li *^,1,

¹ Guizhou Normal University

* Author to whom correspondence should be addressed.

https://doi.org/10.54254/2753-7102/12/2024126

Abstract

The Secondary Normal School training system (“Zhongshi”) marked a monumental achievement in the history of education in China. At no other time have so many highly intelligent and capable teachers committed themselves to laying a foundation for the country’s future in remote and underdeveloped areas. Although the Secondary Normal School system is now a part of history, its legacy and contributions remain valuable lessons for today. This article identifies challenges currently faced in teacher education and explores the lasting value of the Secondary Normal School tradition. It emphasizes a strong teacher-centered culture, advocates for teachers to lead by example, and underscores the importance of rigorous, effective practical training. Drawing on the Secondary Normal School experience, this paper recommends that contemporary teacher education should prioritize professional modeling, foster collective teacher exemplars, and enhance practicum and hands-on training components.

Keywords

Secondary Normal School Education, Teacher Training

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References

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Cite this article

Li,Z. (2024). What Makes a Teacher: Insights from the Traditional Secondary Normal School Training System for Contemporary Teacher Education. Advances in Social Behavior Research,12,69-72.

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About volume

Journal：Advances in Social Behavior Research

Volume number: Vol.12

ISSN：2753-7102(Print) / 2753-7110(Online)

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