Comparative analysis of primary education teacher training policies in China and Russia and their practical application in pedagogical universities

Abstract

The quality of primary education is a key factor for individual and state development, directly dependent on the effectiveness of teacher training. In the context of global challenges, the comparative analysis of educational policies in leading countries becomes crucial for identifying successful practices and national models. This study aims to conduct a comparative analysis of primary school teacher education policies in China and Russia, focusing on their practical implementation in pedagogical universities. The research necessity is driven by the significant roles of both countries, their unique historical experiences, and active reforms in this sphere. The work addresses questions about the core characteristics and evolution of teacher preparation policies in both nations, the specifics of their institutional implementation in universities, and the similarities/differences in shaping professional competencies of future educators. The research employs a methodology of qualitative comparative document analysis. Key legislative acts, state educational standards, and strategic programs from China and Russia regulating primary teacher training in universities were analyzed. Selection criteria included official status, relevance, and thematic pertinence. Results reveal fundamental differences. China's policy is characterized by high centralization and standardization. Russia's policy combines federal standards with academic freedom and regional variability, aiming to cultivate a «reflective practitioner» capable of adaptation and creativity within defined outcomes. These differences, stemming from political paradigms and cultural-historical traditions, define a unique «cultural code» of the teaching profession in each country. The study provides deeper insights into both national systems and identifies potential for mutual enrichment of experiences in training teaching staff.