Research On The Reform Of German Pre-Service Teacher Education In 21^st Century

There is a long history in German teacher education; especially the pre-service teacher education has been in a leading position in the world, with the two phases of education mode and two national examinations as the main characteristics. But the pre-service teacher education occurs in the constantly changing and evolving social context, so German preservice teacher education system is immersed in predicament, after it has experienced the development stage of vigorous, and needs to improve. Meanwhile, under the influence of Bologna process, global sustainable development, cross- cultural immigrant, and basic education reform, Germany realizes the traditional two phase pre-service teacher education has not adapted to the needs of modern society. Therefore, a series of reforms has been implemented in pre-service teacher education, and they involve degree system, quality assurance, curriculum, teacher internship system, policy support and capital investment etc. Germany is a federal; each state has absolute culture and education autonomy, and can decide the development direction of cultural and educational undertakings. Therefore, each state in the process of reform has the different mode, process, rate of progress, degree of acceleration. The purpose of this study is to sort out the varied reform and development in pre-service teacher education from the beginning of the new century, to take N University as an example, to interview the staffs in Teacher education and School Research Center and the teachers in Education and Science School, to analyze and compare the reform and development mode of German pre-service teacher education in the new century, to evaluate the pros and cons, and to provide the inspiration and reference for Chinese pre-service teacher education reform and development.This research is mainly divided into six parts.The introduction part, mainly expounds the origin of the questions, the value of the research, explains the related concepts, and defines the research ideas and methods.The first chapter is the literature review, sorting out the ideas and difficulties in pre-service teacher education, target contents, significance, and contents in pre-service teacher education reform.The second chapter is the analysis of reform background in German pre-service teacher education, showing German traditional two phase pre-service teacher education system, which Germany is proud of. With the change of their own needs of pre-service teacher education, the traditional two phase pre-service teacher education system no longer meets the needs of the development of teachers, which has caused a series of problems, such as the unbalance educational management between federal and different states, a lot of difficulties in the second phase of pre-service teacher education, uncoordinated supply and demand in teacher labor market, examination system problems, curriculum problems, lack of career guidance, lack of quality guarantee.At the same time, from the new century German pre-service teacher education is facing the different challenges from the social, cultural, economic, environmental, educational and other backgrounds, in which the direct the background factor of reform is that promotion of Bologna process, and the indirect background factors are proposing of global sustainable development concept and strategy, soaring of cross- cultural immigrant population amount, basic education reform and so on.The third chapter is to explain the related policies and measures in German pre-service teacher education reform from the new century. German pre- service teacher education reform is different from other countries. In general, Germany shows the special interaction pattern, which is policy leading, government guiding, universities majoring, and quarters involving. But overall, the reform of the states are related to the academic degree system, quality assurance, curriculum, teacher internship system, policy support and capital investment and so on, which are the core of the reform, and plays an important role in success of reform. This research takes this as the breakthrough point, illustrates German pre-service teacher education reform from the new century, and analyzes characteristics and connotations of the pre-service teacher education reform. In the degree system, pre-service teacher education system uses two new degree model, namely Bachelor – Master Degree and First State Examination Degree, and brings ECT system; in the quality assurance, the federal level, state level quality guarantee organization, and the intermediary organization between the federal and state establish the related quality assurance policy; in the curriculum, it fixes the core value of competence-orientation, the sustainable development and intercultural education idea, the two sequential and integrative curriculum model, and both academic and normal dominant ideology; in internship system, it proposes the integration of university studying and practice, cooperation and exchange with parents and community participation, the promotion of foreign exchange practice, and new requirements in the second phase; in the policy support and investment, it implements the state government investment for the main, and federal government investment and other investment as a supplement.The fourth chapter is a new measure in pre-service German teacher education reformbased on the case analysis of N university. This paper selects the representative university- N University in the reform as a case, to explore and analyze by interviews, to understand the real situation of pre-service teacher education reform, to explore the positive effect brought by the reform, and the main problems. It can be concluded through analysis of N University, the reform is still in the phase of exploration and attempt, and has both the advantages and disadvantages, and the following issues are still controversial: the advantages and disadvantages of modular curriculum, connection between theory and practice, capital investment of government, the establishment of two kind of degree system, the establishment of the characteristic courses, internship time in the second phase, the national examination, but the positive point is that N university has formed its own characteristics of the reform, and the reform is toward a good direction.The fifth chapter is the experience and lessons on the reform of German pre-service teacher education and its enlightenment to China. Through the efforts and attempt, the universities in Germany have formed their own characteristics in the reform, but there are many problems remain to be improved. Through the experience and lessons, the Germany can realize they need understand the challenges and problems, improve the policies and regulations, promote the integration of theory and practice, support rural practice, establish a unified degree system, provide a multiple security system, increase cross-disciplinary and cross-cultural experience, strengthen the mutual cooperation among the Universities in the world etc.German pre-service teacher education reform provides reference for Chinese pre-service teacher education reform, such as the guarantee of the quality of teacher education, and the establishment of qualified teachers perfect authentication system; establishment of the standards for teacher education, and promotion of the construction of teachers’ specialization; understanding of excellent teacher education refom target, and promotion of development of "excellent teacher " training process; promotion of the teacher education practice, and the construction of the integration of pre-service teacher education system; the realization of harmonious development of teachers education, and establishment of the democratic and equal relationship and so on. These supply a new direction for Chinese teacher education reform and development in new period.