Research On The Evaluation Of Teacher Education

In the context of national rejuvenation through science and education, teacher education as the machine tool is of strategic importance. Promoting teacher education innovation has been an important part of China's higher education reform and development. As evaluation plays a leading role in the development of China's higher education, currently it has become a main concern to lead the sustained development of teacher education through evaluation.However, recognized as part of higher education, teacher education evaluation has long been conducted more from the perspective of higher education than teacher education itself. Evaluation like that has caused the malfunction of teacher education to produce highly qualified teachers suitable for basic education reform. Ineffectiveness of new teachers'adaptiveness has long been a problem. Only by studying the special attributes of teacher education can an effective teacher education evaluation system be established, which will guide the training of good teachers. This will help to make best use of teacher education and promote its development by creating a sound system corresponding with basic education reform and development.In addressing these problems, this article first attempts to examine in a systematical way the special attributes and the theoretical background of teacher education evaluation, then seeks to create a new theory of evaluation and methodology to meet the requirements of basic education reform and development in support of sustained development of teacher education. Based on theoretical studies and practical analysis, this article focuses on issues of teacher education evaluation, rather than on the development or organization of teacher education evaluation. It explores the common attributes and does not deal with particular evaluation activities. Centered on attributes of higher education and laws of teacher development, this article examines the issues of teacher education evaluation through the combination of theory of higher education evaluation and laws of teacher development.The first chapter is an overview of research findings and theoretical conceptions concerning teacher education evaluation. Educational evaluation seeks to grasp the attributes of educational activities through the explicit attributes. And it's important to make value judgments through explicit attributes of teacher education. Therefore grasping the essential attributes is the base of studying teacher education evaluation. The essential purpose of teacher education evaluation is to promote teacher education development by understanding fully its developmental mechanism.The second chapter argues about the theory backgrounds of teacher education evaluation. As part of higher education activities, teacher education is characterized by all the attributes of higher education evaluation. But teacher education to be evaluated has its own unique attributes, hence teacher education evaluation has different attributes from other higher education evaluation. So it's necessary to take into account the special attributes of teacher education in a holistic way of thinking, especially teacher qualification resulting from education reform.Teacher education is based on evaluation criteria. The third chapter discusses about the criteria of teacher education evaluation, including its attributes, origins and theoretical background, which is critical in creating a new system of teacher education evaluation.The fourth chapter explores the pattern options of teacher education evaluation. Based on various patterns and the forth-generation evaluation theory, it presents the issues of pattern options of teacher education evaluation. There have been quite a few studies on educational evaluation patterns, a few of which deals with the special attributes of teacher education. Teacher education evaluation is faced with conflicting controversies, and the solutions call for innovative patterns.The fifth chapter argues about the development of evaluation indicators system. It sums up all the techniques of developing a valuation indicators system, with the analysis of valuation indicators system in teacher education in other countries. Taking the institutional assessment for example, it then seeks to develop China's teacher education indicators system.The sixth chapter deals with the whole process of evaluation, including preparation, implementation and re-evaluation. It describes the main activities, practices and techniques in different stages.In conclusion, the seventh chapter seeks to explore the establishment of China's teacher education admission and quality assurance system, which is the development trend in China's teacher education.