A Study On The Model Of Pre-service Teacher Preparation In US Comprehensive Universities

Excellent education depends on outstanding teachers. From Outline of China's National Plan for Medium and Long-term Education Reform and Development (2010-2020) issued in 2010, we can find that we should strengthen teacher education and build a flexible and open system of teacher education, which includes the effort from both normal universities and comprehensive universities. This has become the basic guidelines for the development of teacher education. Both the above mentioned Outline and the Opinion on Implementing Outstanding Teachers'Training Program issued on September 18,2014 indicate that the reform of teacher training model is coming.Along with the university as the institute of teacher training, the open process of teacher education was beginning. If we consider that traditional normal education stress much on training and practice, the new teacher education system should pay more attention on academy and theory along with the universities as the institute of teacher education. However, the open process of teacher education is not smooth and fruitful, and there are problems such as:1) in the traditional university, the involvement of teacher education is relatively low.2) Teacher education in traditional teachers college tends to be marginalized. In this context, all colleges and universities have been discussing the reform of teacher training mode under the new situation, in order to ensure the quality of teacher training. Many colleges and universities have been carrying out reforms within the organization, such as the establishment of Teacher Education College, Faculty of Education, and so on. An important issue which cannot be avoided and deserves our attention is how to effectively train teachers in comprehensive universities. This study compares and analyzes different teacher training models in four American universities, trying to construct a comprehensive university teacher training model frame. The research includes the following six chapters.In the first chapter, the author reviews the history of American universities involved in teacher training. In this chapter, the main aim is to solve the following problems:First, this thesis sorts out the historical context about universities'participating in training teacher in America from the late 19th to early 20th century. Secondly, the author discusses the two paths of American university's taking part in teacher training. Third, this thesis summarizes the types of university teacher training model. Finally, it analyzes the problems of the university involved in teacher training.The second chapter, a study focuses on the primary teacher initial preparation mode in Emporia State University (ESU). To train teachers who are critical thinkers, innovative planners and effective practitioners is the objective of the ESU teacher training. In the perspective of "Two-relationships and Five-elements" the chapter discusses in detail by three parts:1) a brief introduction about of teacher college in Emporia State University.2) through the five factors, we present the fundamental state of primary teacher initial preparation in Emporia State University.3) in the perspective of two relations (relation between theoretical and practical, and relation between academic and normal), we get a deep analysis and deconstruction about the primary teacher initial preparation in Emporia State University.The third chapter, we research the primary teacher initial preparation in the University of Virginia (UVA). The aim of the University of Virginia's Curry School is that teachers become valid decision makers. In the perspective of "Two-relationships and Five-elements" the chapter is discussed in detail by three parts:1) a brief introduction about Curry College in UVA.2) Through the five factors, we present the fundamental state of primary teacher initial preparation in Curry College.3) In the perspective of two relations, we get a deep analysis and deconstruction about the primary teacher initial preparation in Curry College.The fourth chapter, we study the primary teacher initial preparation in Stanford University. Cultivating teacher leaders within core values is the aim of teacher training program at Stanford University project (STEP). In the perspective of "Two-relationships and Five-elements" the chapter is discussed in detail by three parts:1) a brief introduction about Graduate School of Education in Stanford University.2) through the five factors, we present the fundamental state of primary teacher initial preparation in Stanford University.3) in the perspective of two relations, we get a deep analysis and deconstruction about the primary teacher initial preparation in Stanford University.The fifth Chapter, we study the primary teacher initial preparation in California at Berkeley (UC Berkeley). Creating high-quality academic, training the next generation of educators and improving professional practice are the three missions of California Berkeley Graduate School of Education (GSE). In the perspective of "Two-relationships and Five-elements", this chapter is discussed in detail by three parts:1) a brief introduction about Graduate School of Education in California at Berkeley.2) Through the five factors, we present the fundamental state of primary teacher initial preparation in California at Berkeley. 3) in the perspective of two relations, we get a deep analysis and deconstruction about the primary teacher initial preparation in California at Berkeley.The sixth Chapter, under the background of integration we explore to get the frame about the primary teacher initial preparation mode. We try to construct a frame about efficient training teacher model in comprehensive university by comparing four teacher training model of four comprehensive universities. There are three parts including in the chapter:First, under the perspective of Two-relationships and Five-elements, the author analyzes the similarities and differences among four teacher training model. Secondly, on a comparative basis, by exploring four different universities teacher training mode we want to find the rule in diversity, and then construct a frame for primary teacher training model. And finally, combined with the pros and cons of four primary teacher training model in four universities, we try to have a prediction of the American teacher education in the next few years.