The Evolution Of The System Of Teacher Quality Assurance In The U.S.: A Historical Sketch

After discussing the meaning, core concepts and limits of the study and making the literature summarization in related area, this dissertation probes into the historical development of teacher quality assurance system in the U.S.. It points out that the historical evolution of the teacher quality assurance system in the U.S. has experienced five phrases since the colonial period:(1) From the colonial period to 1820's, teacher quality had been controlled by the administrational system outside from teaching profession and the system of teacher quality assurance inside from teaching profession had gotten it's initial form before the setting up of normal school. (2) From 1820's to 1920's, with rising up of normal school, the system of teacher quality assurance which was based on professional preparation of teacher was established formally. The system of teacher quality assurance which was organized by administrative force outside from teaching profession had gone into it's routine with licensing to teacher and approving for the program of teacher education. At the same time, the system of teacher quality assurance which was organized by the association of teacher preparation institutions was in the state of gestation. (3) From 1920's to the mid of 1950's, the system of teacher quality assurance inside from teaching profession had moved into the level of teacher's college. With the implement of standards of AATC's accreditation, the system of teacher quality assurance from teaching profession which was outside and different from the individual preparation institution developed rapidly. Since then, the association of teacher preparation institutes has played more and more important role in the accredication of teacher education program. The system of teacher quality assurance which was organized by administrative force outside from teaching profession paid much more attention to the elements of preparation. The examination for teacher license fell into decline and it was emphasized that the system of teacher license should be based on the system of teacher education program accreditation. Meanwhile, as one of the representatives of the teaching practicer's force, NEA palyed an active role in the movement of teaching professionalism and in supporting the prescription of teaching professional standards. (4) From the mid of 1950' to the end of 1970', the system of teacher quality assurance inside from the profession had developed into the level of school education in University and had demonstrated the inclination of the competence-based standard which emphasized on the training of exterior and observable teaching skill; Synchronously, accreditation institution acted as the professional audit organization of teacher quality assurance moved from the mono-association of teacher preparation institution to the comprehensive group which stood for more stakeholders in education both inside from the profession and outside from the professional such as the administrative force and some others; the system of teacher quality assurance which was organized by administrative force outside from teaching profession stepped into more sound situation. The group of professional practicers created the new way of teacher quality assurance. (5)From 1980' to present, American has formed two separate general systems with six levels in current teacher quality assurance area, one is profession-oriented system which combines the standards of pre-service, induction and in-service into a continuum, the other is the alternative route.Based on the analyzing of some core issues related to teacher quality assurance, this dissertation generalizes seven conclusions: (1) It is indispensable to create the system of teacher quality assurance with some certain controlling levels to keep minimal-state of teacher quality. (2) The system of teacher quality assurance should have spandex space both for maintaining the national standard and for adapting to the practical need of local place. (3) To evaluate teacher quality should consider on the features of teaching profession. (4) It is important to take the elements of social politics, economy and culture into account broadly in the process of establishing the system of teacher quality assurance and operating it. (5) Teacher quality should be discerned from different vision with spectrum of evaluative elements and each pair elements should be kept in the position of balance in the whole. (6) It is necessary to deal with the licensing, accreditation and certification separately and make them compatible with each other. (7) Preparation, examination and accreditation are the main instruments for insuring teacher quality and all of them should be managed prudently.We should learn from the American experience in establishing our country's teacher quality assurance system, especially learn from it's feature of multi-levels, multi-culture, diversity, agility and openness, but it is also important for us to develop the system of teacher quality assurance of our own based on the situation of our country. Namely, enhancing strong points and avoiding weaknesses.