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Design/Approach/Methods: Quantitative trend analysis, high-frequency word analysis, and content analysis are used to map changes and reforms in China’s national teacher training system and explain why they evolve. Findings: Reforms align with international paradigm shifts toward real-world scenarios, while innovations address gaps in in-service development, including limited teacher time and separation between learning and practice. 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However, innovations have also been made in response to the problems of Chinese in-service teacher training and development, such as the lack of time for teachers and the separation between learning and practice. Such innovations reflect the government’s efforts to narrow the gaps between theory, policy, and practice by improving China’s macro policy design.  \nCorresponding author:  \nFenglei Yang, School of Computer Engineering and Science, Shanghai University, No. 99, Shangda Road, Baoshan District, Shanghai 200444, China.  \nEmail: fl[yang@shu.edu.cn](yang@shu.edu.cn)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nOriginality/Value: This study contributes to the longitudinal study of policy shifts in teacher training in China.  \nKeywords  \nEducation policy, professional development, teacher learning, teacher training  \nDate received: 3 November 2020; revised: 8 March 2021, 17 September 2021; accepted: 21 September 2021  \nIntroduction  \nAwell-designed teacher training system plays a key role in the construction of high-quality and innovative teacher teams, while the national policies for teacher training can reflect a country’s basic understanding of and requirements for teacher education in a certain historical period (Zhu & Hu, 2009). In China, primary and secondary school teacher training policies have gone through three development stages, namely, the period of exploration and tortuous development (1949–1976), the period of recovery and sustainable development (1977–2009), and the period of consolidation and innovation (2010– present). All three stages have provided a strong boost to China’s social development and education (Qu & Gong, 2019). A review of the evolution of China’s primary and secondary school teacher training policies reveals that the policy concept has tended to be more human-oriented, the policy objectives more precise, and the policy content greatly enriched. Meanwhile, because of constant revision and improvement, national policies for teacher training have responded to specific issues of the time and are consistently oriented toward problem-solving (Qu & Cui, 2014).  \nIn this article, we regard lifelong learning as the only way for primary and secon","cbCaifRUArAS2j32","https://ap.wps.com/l/cbCaifRUArAS2j32","pdf",380125,18,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n# Introduction\n## Development stages of teacher training policies\n## Lifelong learning and professional development framing","[{\"question\":\"What is the main purpose of the paper?\",\"answer\":\"The paper identifies and analyzes the main policy shifts and strategies in China’s teacher training by reviewing policy documents over the past four decades.\"},{\"question\":\"Which methods are used to analyze policy changes?\",\"answer\":\"It uses quantitative trend analysis, high-frequency word analysis, and content analysis to examine changes and reforms in the national teacher training system and the reasons behind them.\"},{\"question\":\"What does the study find about the direction of teacher training reforms?\",\"answer\":\"Reforms resonate with international shifts toward real-world scenario-based development, while innovations respond to problems in in-service teacher training such as lack of time and separation between learning and practice.\"}]","Policies, Strategies, and the Evolutionary Logic of LargeScale Teacher Training in China | PDF",1792092597,45]