坐拥铁饭碗的公费师范生，为什么又后悔了？

Core Viewpoint - The increasing popularity of public-funded teacher training programs among young people seeking stable futures is highlighted, but the reality of job competition and changing policies raises concerns about the actual benefits of these programs [1][4][6]. Group 1: Public-Funded Teacher Training Programs - Public-funded teacher trainees are students whose tuition is covered by the government, with a commitment to teach in designated areas after graduation [2]. - The admission scores for these programs have risen significantly, with many provinces exceeding 620 points this year, and popular majors surpassing the first-tier score by 100 points [3]. - The implementation of new policies in 2024 aims to direct public-funded teacher trainees towards central and western regions [5]. Group 2: Challenges Faced by Graduates - Graduates of public-funded teacher programs face intense competition for teaching positions, often competing against master's and doctoral candidates, as well as international students [4][35]. - The distribution policies for job placements are frequently changing, leading to uncertainty about where graduates will be assigned to teach [4][40]. - Many graduates are discovering that the promised job security is not as straightforward as expected, as they still need to navigate the job market and may end up in less desirable locations [33][41]. Group 3: Personal Experiences and Aspirations - Personal stories illustrate the emotional struggles of students like Lin Xiaotong, who felt pressured to enroll in a public-funded teacher program despite her desire to pursue a different path [6][10][12]. - The allure of a stable job and the perception of teaching as a noble profession motivate many students to choose this route, despite the challenges they may face later [12][14]. - The experiences of students vary significantly based on their geographical backgrounds, with those from under-resourced areas facing different pressures and opportunities compared to their urban counterparts [25][26]. Group 4: Post-Graduation Realities - Graduates often find that the reality of teaching positions involves high workloads and pressures that differ from their initial expectations [55][56]. - The competitive nature of job placements means that even high-achieving graduates may not secure positions in desirable schools, leading to feelings of regret and reconsideration of their choices [43][71]. - The increasing demands placed on teachers in urban settings, such as performance metrics and extracurricular responsibilities, contribute to a challenging work environment [58][66].