The Practical Dilemmas and the Path of Breakthrough of Teacher Qualification

Currently, teacher education programs at universities are undergoing accreditation organized by the Ministry of Education. The results of this accreditation will directly determine whether graduates of these programs are granted a teaching certificate. How should teacher qualifications be recognized? By tracing the evolution of the dilemma of “granting” versus “testing” for teacher qualifications, this paper analyzes the reasons for the existence of the dilemma at the level of theoretical contradiction and practical foundation deficiency and proposes that the dilemma be resolved by reconstructing a teacher qualification recognition model based on practical rationality in the theoretical level and gradually improving the scientific evaluation system in the practical level. The certification of teacher qualifications is not just the responsibility of educational authorities and schools. It requires the joint efforts of the state, society, schools, and individuals to ensure that only qualified teachers enter the profession.