This article elucidates three primary issues in post-employment teacher training in China from the perspective of Situated Learning Theory: the disconnect between training content and teaching practice, the predominance of unidirectional transmission in training methods, and the insufficient effective transformation of training outcomes. It analyzes the corresponding causes of these issues, which are the lack of attention to situational knowledge, the challenges in promoting the formation of communities of practice, and the obstacles to legitimate peripheral participation. Ultimately, it proposes three pathways for optimizing post-employment teacher training in China: focusing on the real issues of teaching practice, incorporating participatory training activities, and emphasizing the practical transformation after training.

Xu Peiyuan, Liu Yuxuan, Chu Zhaoyang. Analysis and Recommendations on Post-employment Teacher Training in China from the Perspective of Situated Learning Theory. International Journal of New Developments in Education (2024), Vol. 6, Issue 4: 1-7. https://doi.org/10.25236/IJNDE.2024.060401.

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