The “Excellent Teachers Plan” is in line with the teacher cultivation plan implemented by a variety of normal University since 2020. Based on the current educational patterns, relevant normal university students are trained in the “College + Academy” collaborative education mode in different campuses. The “Excellent Teacher Plan” has been implemented and it is necessary to offer a comprehensive understanding of the feelings and appeals of relevant teachers, to improve the content and implementation methods of the policy in the future and achieve better policy effects.
HouC. & WangY. (2020). An intervention study on career adaptation of public normal university students. Forest Teaching.20(05), 102–105.
2.
HuS., JiangC. & ZhuF. (2020). Career preparation and career choice among secondary vocational students: The Mediating role of learning motivation. China Vocational and Technical Education.20(2), 68–74.
3.
JiangY. H. (2008). A survey of primary education students’ willingness to teach in undergraduate institutions. Teacher Education Research.20(06), 62–67.
4.
JiaW. (2020). Opportunity, Dilemma and Breakthrough: A ramshackle discussion on professional development of government-funded normal university students. Employment of College Students in China. 20 (4), 21–25.
5.
JiaZ. Tao L.& YuG. (2012). Study on learning motivation and learning status of free normal university students. Teacher education research, 24(02):69–74.
6.
KongF., WangT., LiC., HeJ., WangJ. & YouX. (2012). The mechanism of social support, loneliness and self-esteem on subjective well-being of college students. Journal of Psychological Science, 13 (13), 131–142.
7.
KongY. (2016). The model, problems, and countermeasures of post-service teacher training. Chinese Journal of Adult Education20(2), 127–130.
8.
LiA (2009). Analysis and thinking on the current situation of college students changing majors. Chinese Journal of Adult Education23(3), 35–36.
9.
LiD. (2021). The influence of professional identity on turnover intention of rural teachers: Understanding the chain mediating role of social support and professional mission. Journal of Educational Sciences20(09), 28–36.
10.
LiJ. (2020). Improving Teacher Development in Rural China: A case of “Rural Teacher Support Plan” Beijing International Review of Education, 2(2), 301–306.
11.
LiJ., ShiZ., & XueE. (2020). The problems, needs and strategies of rural teacher development at deep poverty areas in China: Rural schooling stakeholder perspectives. International Journal of Educational Research, 99, 101496.
12.
LiJ., & Xue. E., (2021) “Teach to Adapt or Adapt to Teach”: Qualitative Study on the New “Special-post Teachers” in China's Rural Schools. Educational Philosophy and Theory. 53(12), 1295–1305.
13.
LiX. & DuT. (2009). Beyond Propaganda: Changing the Mode of Public policy Communication in China: Case A. study of educational policy communication. Journalism and Communication Studies20(04), 71–79.
14.
XueE., & LiJ. (2020) What is the ultimate education task in China? Exploring “strengthen moral education for cultivating people” (“Li De Shu Ren”), Educational Philosophy and Theory, 53(2).128-139.
