| Chinese Higher Teacher Education has experienced several important transformations siance it was established. At the very beginning, Chinese Higher Teacher Education attached to University for a fairly short time, and then began the history of Independent Set."Saigon Academic Structure" makes Higher Teacher Education merge into Regular Higher Education."Faculties Adjustment" in1950s functioned as the initial stage that the Higher Teacher Education re-started its Independent Set, and this continued until1990s, during which Higher Teacher Education in China began to walk the road of comprehensive development and once again started the transition with the adjustment of the country’s higher education policy. By offering non-teacher professionals, Teacher’s Institutes set about a new round of "Teacher’s Institutes Enlargement" movement and developed towards comprehensive university. In Modern China, Teacher Education grew along the ruth of "separation" and "union". However, every transition brought a profound and lasting impact on Teacher Education. After more than10-year development, Teacher’s Institutes Comprehensive Development in1990s formed a variety of patterns and produced remarkable results. Nevertheless, Teacher’s Institutes encountered lots of difficulties and issues. Especially Local Teacher’s Institutes, as major force of teachers training of Elementary Education, met more difficulties and more serious issues in the process of Comprehensive Development for its own characteristics. Therefore, intensive study is in urgent need in this field. But from existing literature review, current researches on Local Teacher’s Institutes lack systematic and case-based empirical study. How could Local Higher Teacher’s Institutes of different types and regions carry out Comprehensive Development? Why did they implement Comprehensive Development? What problems did they meet in the process of Comprehensive Development? What measures did they take? What are those patterns of Comprehensive Development among Local Higher Teacher’s Institutes of different types? What’s the influence on Teacher Education? What policy guidance and support should central and local governments give to Local Higher Teacher’s Institutes in the process of Comprehensive Development? What coping strategies should Teacher’s Institutes have taken? For these questions, there is no present research on this subject, which can systematically sort out and analyze the reasons, patterns and issues of Comprehensive Development in the micro-level, and put forward proposals and measures to solve these issues.Around the theme of Comprehensive Development of Local Higher Teacher’s Institutes, a historical review of the "vertical line" and an international comparison of "horizontal line" serve as basis of this research. This paper selects three Local Higher Teacher’s Institutes of different levels and types from A Province as case study and sums up different patterns of Comprehensive Development among Local Higher Teacher’s Institutes. Meanwhile, it proposes strategies that can optimize Comprehensive Development and suggestions to further develop Teacher Education under the background of Comprehensive Development of Local Higher Teacher’s Institutes.Starting from reviewing the historical development of Higher Teacher Education in China, this paper sorts out the reasons and process of the four major transitions in the history of Teacher Education, analyzes emphatically on the impacts of each transition put on Teacher Education, and sets forth the author’s view at the institutional level.In the aspect of international comparison, this paper mainly selected three countries, France, Japan and the United States as comparative objects. It elaborates the development history of Teacher Education in these three countries, summarizes the features of the development of Teacher Education in each country, and provides international comparative vision for analyzing Teacher Education in our country.This paper selects three representative institutions of different levels and types to do case studies, profiles each case-institution’s motivation of Comprehensive Development, analyzes and comments on each case-institution’s initiatives of Comprehensive Development, sums up the problems and corresponding measures of each case-institution in the process of Comprehensive Development, summarizes three different patterns of Comprehensive Development:"Comprehensive and Coordinated Development","Double Subjects Growth" and "Traditional Subject Miniature". This study also elaborates traits, rationality of existence and notable problems of respective patterns of Comprehensive Development, provides some referential vale for Teacher’s Institutes of same levels as well.Finally, this paper puts forward some suggestions on the background of Comprehensive Development of Local Higher Teacher’s Institutes:Build stratified, classified, progressive and integrated system of Teacher Education inside each province domain. Especially it advises on the coordination of the "Teacher-orientation" and "academy-orientation" in Teacher Education of different levels, thus effectively solves the long-standing debate on this issue. This study suggests that colleges and universities set up a new pattern of Teacher Education that combines independent set and comprehensive training, close administration and open management. In the current critical period of transition of Teacher Education, it has a practical guiding significance. |
