Jiaoshi jiaoyu xuebao (May 2024)
A Review of the Action Plan for Information Competence Building of Primary and Secondary School Teachers in China: Based on the Evolution of Relevant Policies
Abstract
In China, the enhancement of teachers' proficiency in information technology has been facilitated, regulated, and expanded through policies to guarantee the sustained success of a unique national program. This study analyzes China's policies on building teachers' information competence from 1999 to 2022 using "the Four-dimensional Perspective on Education Policy". It is believed that these policies reflect a shift in policy-making from rough to detailed in terms of phenomena, and a progressive understanding of the connotation of "Fair Development" in terms of ontology. Furthermore, during the development process, they promote the cross-cycle improvement and upgrading of teachers' information capacity building with various subjects, and emphasize the in-depth exploration and sustainable utilization of humanistic values in specific areas. At the same time, there are still many issues in the relevant policies when considering the perspectives mentioned. These include the failure to account for the gap between teachers' original abilities and their adaptability to learning from meta-education policies, the lack of comprehensive and systematic protection for the rights of ability development for "underprivileged teachers, " the absence of standardized and efficient adjustment mechanisms for policy processes, and the inadequate initiative performance by teachers themselves. The further improvement of existing policies should focus on establishing a hierarchical and transitional capability building plan for E-Residency Identity of teachers, carrying out capability improvement projects for underprivileged teachers, establishing a policy process correction mechanism driven by data intelligence, and mobilizing teachers' internal initiative through capability building and culture cultivation.
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