The Development Of Teacher Professionalization In America Postwar

The research object of this thesis is America that has made great achievement in teacher professinalization. By analyzing the course of teacher professionalization in America postwar, I wish to provide useful suggestions for the development of teacher professionalization and the reform of teacher educational system in China.The thesis discusses the development of teacher professionalization in America in four parts as followed.Part One looks back to the course of teacher professionalization in America before the World War II. Teacher professionalization in America before the World War II went through the evolvement from normal school, normal college to education college in university.Part Two is a description of the development of teacher professionalization from 1950s to 1970s, concerning the elevation of professional status. During this period, teacher professionalization was oriented to the elevation of professional status, especially the improvement of economic treatment. There were two uncommon ways in hoisting professional status. One was trade unionism, which meant to gain the improvement of economic treatment and working conditions by strike and negotiation. The other was professionalism, which meant to attain the elevation of professional status by drafting high standards of teaching qualification and increasing service qualities.Part Three focuses on the development of teacher professionalization since 1980s, which concerns the enhancement of professional qualities. In this period, teacher professionalization was oriented to the enhancement of professional qualities. Influenced by the uncommon philosophical thoughts, there were two models in teacher professionaliazation. One was the passive professionalization of individual teachers. That was the model of "proficient technique", in which teachers were regarded as "technicians" and educational theories and skills of excess syndrome and definitude were the main content of training. The other was the initiative professionalization of individual teachers. That was the model of "reflective practice", in which teachers were reflectors and researchers, practical knowledge of uncertainty and circumstances was the startingpoint of teachers' professional development.Part Four analyzes elements influencing the development of teacher professionalization in America and concludes the enlightenments on teacher education in China. The development of teacher professionalization in America is beneficial from three elements: Firstly, it initiatively adapts to change of social and educational development. Secondly, the federal government actively supports and participates in the movement. Thirdly, teachers' professional organizations powerfully promote the movement. Pondering over the experience of teacher professionalization in America, we have a try in a few aspects : Above all, the idea of teacher professionalization should be established to push forward the development of teacher occupation and teacher education in China. What's more, the system of teacher certification should be improved to norm the openness of teacher education. Further, Teacher Professional Development School should be built to change the traditional model of teacher preparation and in-service training. Fourthly, the current system of teacher evaluation should be reformed to promote teachers' professional development. Lastly, teachers' professional organizations should be established to enlarge teachers' professional sovereignty.