Roles Of The In-post Teaching Practice In The Construction Of The Integration Of Teacher Education

Under the guidance of lifelong education thought, the integration of teacher education becomes the international trend in the field of teacher education. The developed countries in the world attach great importance to the construction and practice of the integration. They go on reforming the pre-service and inservice education. From the middle of 1990s began colleges uniting of high normal college and training college. The universities began to explore the integration of teacher education. Then the integration entered development stage.High normal university plays a leading role in the construction of the integration of teacher education. It is a new question for normal education to realize the integration how to make the pre-service and inservice education become the common tasks of the subject construction and development. In order to strengthen the education support of rural areas and the practice of teacher education students, improve the degree of teacher education specialization, construct new integrated teacher education system, Hebei Normal University, mainly from the normal students practice reform as a breakthrough, carries out the in-post teaching practice in the college senior class and explores the teacher education reform mode of"3.5 years + 0.5 year"unifying pre-service teacher practicum and professional development project in Hebei Normal University.Based on the above knowledge, under the baseground of study of new concepts and patterns of the integration of teachers education in developed countries, this research mainly using literature method, comparative method as well as case study method and linking teacher education reform practice researches the function and significance of the in-post teaching practice in the construction of the integration of teacher education. It is a case study of the in-post teaching practice in Hebei Normal University. Some problems are analyzed from the positive motivation of the in-post teaching practice in the construction of the integration of teacher education. Some suggestions on the positive motivation and the construction of the integration of teacher education in China are proposed. The main text specifically divides into six parts: The first part is introduction. It introduces the reasons for selecting the topic and the research significance, combines the related literatures, defines the correlation concepts, and explains the research methods. The second part is the connotation and theoretical basis of the integration of teacher education. The third part is the practice of the integration of teacher education. In the foundation of the analysis of the basic meaning of the integration of teacher education, practice of the integration in developed countries and the reform and development in China are analyzed. The development history and existing problems of the construction in China are proposed. The fourth part is the education reform and exploration of integration of teacher education of Hebei Normal University. The analysis of reform and development of the integration of teachers education is based on the research of the effects of the integration on normal colleges, and based on the generation, development and characteristics of the in-post teaching practice model of normal colleges in China.The key is the analysis of the in-post teaching practice model of Hebei Normal University, which is the base for the study of Roles of the in-post teaching practice in the construction of the integration of teacher education in the following text. The fifth part is to research the roles of the in-post teaching practice in the construction. Mainly from the following five aspects: the in-post teaching practice promotes the reform of model of pre-service teacher education; the high attention of inservice education from normal colleges; the construction of the integration of teacher education in China; the system of normal universities and the reform of operation mechanism of the integration in China; American new teacher training and its significance. The sixth part is some ideas about the positive motivation of the in-post teaching practice in the construction of the integration of teacher education in China. In the foundation of the analysis of the existing basic problems of the positive motivation of the in-post teaching practice in the reform of the integration of teacher education, some countermeasures and suggestions are proposeed about the development trend and the system construction of the integration of teacher education in China.