1.Exploring impacts of the Government-funded Teacher Education (GFTE) policy in China as the research topic of my book is one of the selling points. Funding policies similar to the GFTEP can be found in many other countries, such as New Zealand, Australia, the United Sates and UK, but few studies explore impacts of these funding policies on career-choice motivation of pre-service teachers. This book will try to do these in the Chinese context, thus many scholars and policy-makers around the world would be interested in reading it. 2.This book utilises a variety of sources of materials, such as government documents, policy regulations, survey data and interviews. These first-hand literatures, especially detailed descriptions of the background and the contents of Government-funded Teacher Education Policy, will be interested by audiences who want to know more about China and its teacher education policies. 3.The research reported in this book employs a combination of quantitative and qualitative methods with the quantitative approaches as a base to explore the impacts of the funding policy and the qualitative methods as an additional follow-up layer to reflect on the quantitative findings. Altogether 712 Chinese pre-service teachers from 31 out of 34 provincial-level administrative regions of China, and 10 narrative stories of policy-funded Chinese pre-service teachers about their career-choice experiences will be reported in the book. Through the way of triangulation with quantitative and qualitative data, the validity and reliability of the findings can be assured, and readers can have a deeper and multiple-layer understanding of the impacts of the funding policy. 4.While localised in China, the findings about impacts of the policy will allow your readers to understand that incentives of such funding-while-bonding teacher education policies may have less desirable, as well as the desired, results. Before countries widely adopt such policies,