Educational equality or social mobility: The value conflict between preservice teachers and the Free Teacher Education Program in China

In 2007, the Chinese government piloted the Free Teacher Education (FTE) program in the top normal universities with the aim to enlist high-quality young graduates to join the teaching profession and to improve education in underdeveloped rural regions. However, a conflict has arisen as FTE students enrolled in the program are reluctant to work in rural schools. Drawing on in-depth interviews with 19 FTE students, this study argues that the curriculum of the FTE program needs to be reformed to combat the social mobility discourse and to include social equity and justice as essential components.

► Unequal distribution of quality teachers influences educational equity. ► The FTE Program in China aims to channel quality teachers to poor schools. ► The FTE students are driven by the incentive for upward social mobility. ► FTE students are resistant to long-term service in rural schools. ► Teacher education programs should emphasize social commitment in curriculum.