U.s. Teacher Training. Specialization Trend Of Mode Changes

The trend towards teacher professionalization became gradually obvious after 1960s. Nearly all the countries looked on teacher professionalization as their teacher training reform. The goals of teacher professionalizations are to improve teachers'professional quality and status, to make teachers professional vocation as lawyers and doctors. Teacher professionalization is a systematic project, which is involved in all kinds of work, among which teacher training is the most important content. Teacher training can improve teachers'internal professional quality and quicken teacher professionalization. On the other hand, teacher professionalization is an important means to better the educational quality. The all-round development strategy of professionalization can coordinate all the factors, guide and regulate teacher training and ensure the quality of teacher training.The author analyzes the definitions of teacher professionalization and teacher fostering model from theory angles. Then the author retrospects the reforms and developmental situations teacher training in different period by the modifications of the teacher professionalization development and educational models in the order of time.This text is mainly divided into three parts:The first part is Chapter One: introduction, which first introduces the reason of selected topic, the present research situations and the research methods. Last the author emphasizes three core definitions: teacher training, teacher professionalization and teacher fostering models, and ensure the evaluation standard, construct the analytic frame of teacher fostering models.The second part, which includes Chapter Two, Three and Four. This part introduces the historical development situation of different periods in America. Based on the modifications of teacher training systems, this part is divided into four stages: teacher schools were widely founded (1820-1880), Teacher College were universally built(1880-World WarⅡ), teacher fostering of liberal arts colleges and comprehensive universities(World WarⅡ-1980),cooperative teacher fostering between universities and fundamental schools(1980-). Among above, Chapter Three and Four are emphasized because of importance.The third part, Chapter Five. This part first draws a conclusion of the development tenderly of American teacher training and professionalization. Then combine it with Chinese teacher training situations and emphasizes the necessity of professionalization and reforming teacher training. Last, in the light of American relevant experiences, the author points out five concrete strategy: (1)Professionalization as our teacher training trend.(2)Ensure the fostering goals on the basis of Chinese situations.(3)Improve teacher training ways.(4)Construct reasonable teacher training curriculum system.(5)Better guarantee system of teacher training.