Abstract

The professional literacy of teachers encompasses four fundamental dimensions: professional ideals, knowledge, skills, and ethics. However, a disparity exists between pre-service education and in-service training. This study aimed to investigate the satisfaction levels of normal university graduates who have embarked on their teaching careers regarding preservice training and post-service career development through the administration of questionnaires. Additionally, it sought to explore their perspectives on enhancing the integration of these two stages. The results indicated that participants generally expressed dissatisfaction with their pre-service education. Although they are able to effectively fulfill their duties as teachers after entering the workforce, they also perceive inadequacies in their competence, thereby highlighting the necessity for continuous professional development. Overall, participants exhibited a positive attitude towards strengthening the integration of pre-service education and postservice training in order to promote personal growth and development more effectively. Therefore, this study proposes integrating both stages while emphasizing four distinct areas of teacher professional competence training: cultivation and establishment of ideals; acquisition of theoretical understanding and practical application of knowledge; laying foundations and refinement of skills; as well as acquisition and implementation of ethical principles. By doing so, teachers can develop self-professionalism.

Keywords: Teachers’ professional literacy, Pre-service education, Post-service training, The integration of pre-service education and post-service training