After World War II The United States Curriculum Reform Of Teacher Education: "academic" And "Teachers" Of The Dispute

Teacher education curriculum reform in the United States after world war II is unique andclassic in the field of teacher education. It cultivates a large number of outstanding teachers tothe United States, and thus improve the faculty. Meanwhile it will lay a good foundation for thedevelopment of the whole education career. Academic and normal battle has been accompaniedwith the American teacher education curriculum reform process, but in fact that is an intrinsicelement of teacher education curriculum reform, leading the direction of the teacher educationcurriculum reform in the United States. Although our country teacher education curriculumreform is in full swing, and there is also a debate of academic and teaching. It is quite necessaryto research on teacher education curriculum reform in the United States, and analyze, summarizehow to handle and the dispute between academic and teaching. we will be more objective look atour own problems of curriculum.Training objectives and teacher education curriculum reform focus are different from eachtime in the United States after the world war II, and the status of academic and teaching is alsodifferent each period. And the teacher education curriculum reform can be divided into threestages. This thesis consists of five components: Introduction, Academic-based teacher educationcurriculum reform (1945-1965), Competency-based teacher education curriculum reform (1966-1982), Academic and normal integration teacher education curriculum reform (since1983),Enlightenment of American Teacher Education Curriculum Reform.Introduction part consists of the reasons and significance of choosing the topic, researchstatus, concept definition, and research ideas, the purpose of research and other relative issues.Part two is mainly through giving a simple review to the American teacher educationcurriculum before world war II, and find the debate of academic and teaching in teachereducation curriculum. And thus it leads to academic-based teacher education curriculumreform,then analyzes the process and effectiveness of the teacher education curriculumreform.The reform highlights the status of academic theory. Part three analyzes the new problems appeared in the late1960s, and conclude that due tothe conflict of academic and teaching triggers the competency-based teacher educationcurriculum reform in this period. This curriculum reform focus on training of teaching skills.Part four is the main part of the thesis, which discusses the problems in the first two teachereducation curriculum reform, and combines with the emergence of new situation of Americaneducation since the1980s.Then it analyzes the teacher education curriculum reform’scharacteristics,which is the academic and the integration of teaching in the United States duringthis period, and evaluate the effectiveness of reform.The last part mainly deals with implications for our teacher education curriculum reform,according to summarizing the experience and lessons of American teacher education curriculumreform.