Center for Teacher Education Research of Beijing Normal University, Key Research Institute of Humanities and Social Sciences for Universities, Ministry of Education

(Institute of Teacher Education, Faculty of Education, Beijing Normal University)

Center for Teacher Education Research (CTER) at Beijing Normal University is the only university-based research center in China exclusively dedicated to teacher education. Established in 2004 with approval from the Ministry of Education, it is part of a select group of 151 nationally recognized key research institutes in the humanities and social sciences—comparable in scope and status to major national labs. As the leading institute in its field, CTER serves as a hub for advancing teacher education research, policy, and practice in China.

We work at the intersection of theory and practice to support China’s strategic goals for building a high-quality teaching workforce. In 2022, CTER was recognized as a source think tank by the China Think Tank Index (CTTI).

What We Do

CTER brings together scholars from multiple disciplines to conduct research that informs policy, improves practice, and strengthens the teaching profession. Our work spans key areas including:

- History and theory of teacher education 

- Teacher education policy and comparative studies 

- Curriculum, assessment, and program evaluation 

- Teacher development and school/regional improvement 

- Interdisciplinary perspectives on teachers and teaching 

Research That Makes a Difference

We are committed to producing high-impact research that is both globally informed and locally grounded. Our publications, including the landmark *Jingshi Teacher Education Series*(in Chinese), are widely recognized as influential contributions to the field in China. CTER faculty also publish extensively in leading international journals, with recent SSCI articles appearing in venues such as Teaching and Teacher Education, Teachers and Teaching, the Asia-Pacific Journal of Teacher Education. Their work addresses a wide range of pressing topics—including teacher identity and resilience, professional learning communities, teacher education policy and systemic reform, teacher well-being, rural teacher development, and culturally responsive pedagogy. In addition, CTER faculty have edited or contributed to several influential English-language books, such as Quality of Teacher Education and Learning (Zhu, Goodwin & Zhang, 2017, Springer) and Preparing Teachers for the 21st Century (Zhu & Zeichner, 2013, Springer), which bring together insights from leading international scholars featured in the Global Teacher Education Summit, fostering global dialogue on teacher education research and practice.

Collaboration and Global Engagement

Collaboration is at the heart of what we do. We host international scholars such as Leslie N.K. Lo, Manabu Sato, Qing Gu, and Christopher Day, and engage in joint research with partners around the world. In 2011, we launched the Global Teacher Education Summit (GTES), now a leading international conference held every three years that brings together renowned scholars like Kenneth Zeichner, A. Lin Goodwin, Lynn Paine, and David Hansen. CTER has also hosted major international conferences, including the 12th Annual Conference of the World Association of Lesson Studies (WALS) in 2018—the first time WALS was held in Mainland China—bringing together over 1,000 participants from 36 countries to advance international dialogue on lesson study and teacher education. In addition, we convened the International Conference on Learning Community several times, fostering cross-cultural exchange on school reform and teacher learning

Public Engagement

CTER is committed to public engagement, working closely with schools, teachers, and policymakers to make research into practice.   Our professional development programs reach schools and districts across the country, supporting teacher growth and advancing regional educational improvement. We also work closely with nearly 30 partner local institutions across China to build capacity and advance teacher education nationwide. We played a key role in establishing teacher education as a formal academic sub-discipline within the national degree system. This marked a significant step in the institutional recognition and legitimation of teacher education as an academic field in China.

Teaching and Learning at CTER

CTER was among the first in China to offer MPhil and Ph.D programs in teacher education. Today, we offer a comprehensive range of programs—MPhil and professional master’s degrees, Ph.D programs, Ed.D programs and an international Ph.D. track in teacher education policy and practice—designed to prepare researchers, educators, and leaders who are equipped to make a difference in the field.

Our Vision

We aim to be a world-class center for teacher education research—a place where ideas take shape, collaborations flourish, and impactful work happens. Through flexible, open, and interdisciplinary research initiatives, we bring together scholars from different fields and institutions to tackle complex problems in teacher education. Our goal is to contribute to the advancement of teaching and learning, not only in China but around the world.