Research On Reform And Development Of American Teachers’ Education After World War Ⅱ

The education plan is teacher-oriented. Excellent teachers can create excellent education.Education to teachers is the base of educational career which plays an important role in layingfoundation and leading the way. Education to teachers takes up the significant position ineducational career of different countries and promoting the quality of the public. The U.S.A.attaches great importance to the education to teachers and the quality improving of teachershas been put on the top of contury developping strategy. Education to teachers in America hasa long history and higher level. It experiences the process from nothing to everything, fromdisorder to making specific rules, from lower lever to higher level. The system of education toteachers has cultivated groups of qulified teachers for elementary and middle school to meetthe demands of social politics and economy as well as scientific development, whichcontributes to the improvement of civil quality and economic development as well as thescience and techniques. Research on the reform and developping history of Americaneducation to teachers from the aspect of quality assurance, not only contributes to deeplyunderstanding the reform of education to teachers and quality assurance, enriching theresearch on American educational history, but also has a significant influence in China onestablishing and improving the teachers’ education institutions, reconstructuring the policy ofeducation to teachers and improving the quality of teachers.According to the characteristics of different periods in America with different cultivatinggoals to teachers and reforming contents, the reforming and developping process is dividedinto four stages since World War II: The first stage---education to teachers of scholar type,from1945after World War II when educational career developped quickly, to1965when theSoviet Union satellite was sent to space and the educational reform in America was fullyimplemented. The reform of education to teachers during this period focused on the situationof inadequate teachers with lower quality and mainly solved the competition between teachersand scholars. Based on the three educator’s theroies on reform of education to teachers,teachers’ academic ability was improved. The second stage-education to teachers of abilitytype, from1966the “Disturbances Era” to Late70s when the campaign “Education Returningto Base” was launched, connecting the teachers’ ability and multi-culture. To improve thequality of teachers’ education in America, reform in this stage aimed at training the teachers’ablities in specific area and cultivating the teachers with proper abilities and qualifications of teaching muilti-culture, who promoted the academic achievements of colored students andother edge groups of students.The third stage-education to teachers of professional type, fromearly80s "The country is in danger: education reform be imperative" issued by ExcellentEducation Committee to series of policies performed by Clinton government. The reform inthis stage aimed at creating professional teachers and made efforts to achieve it.The FederalGovernment began to put the teachers’ education in the center by making laws and strategypalns to promote the reform. Some committes, funding organizations and academicinstitutions came to concern the education to teachers by delivering reports, giving advice onreform and holding academic conferences and so on. They put up with respective policies,which promoted the development of teachers’ education quickly. The fourth stage-educationto teachers of high quality type, from2001when George W. Bush government issued "NoChild Left Behind Act” to Obama government who produced many measures of improving theteachers’ quality till now. During this period, the feral government pays more attention to theeducation to teachers. It shows its influences on the states and policies by means ofeducational legislation, funding and so on.Every stage mentioned above aims at the quality improvement of teachers’ educationwith assurance measures. This thesis follows the line of quality assurance and displays thereform background, process, contents, effects, characteristics as well as trend by exploringand researching on the reform of teachers’ education and its developping history. It alsoanalyzes the body, policies and means of quality assurance vertically and horizontally andemphasizes that quality assurance has played an important role in the reform andimprovement of teachers’ quality during the reform course. Some brand characteristics appearduring the course. For example, the type of training organizations tends to be same; thetraining modes and administration are various; the professional level is relatively high; thecoherence of teachers’ professional development is focused etc. All these characteristics ofAmerican teachers’ education and its developping history offer a lot of beneficialenlightments and lessons to the development of China teacher’s education.