The Research On The Pre-service Secondary School Teacher's Education In The View Of Teachers' Professionalization

With the development of the society,the pre-service education for secondary school teachers face the challenge from the theory of teachers',the fundamental education reform and the student employment dilemma.In order to prepare candidates with qualified professional qualities for secondary schools,reform of the pre-service education is a pressing matter of the moment.Under the guidance of the theory of Teachers' Professionalization,how to make a thorough and systematic study on pre-service secondary teacher education program is an important subject for scholars to do.Therefore,the purpose of this research is to take pre-service education as a whole using the method of system theory,to analyze the problems existed in the training target,training mode,training content,teacher certification issues,and to put forward reform scheme in detail in the view of teachers' professionalization.The second chapter of this thesis is to analyze and summarize systematically the theory of teachers' professionalization,teachers' professional characteristics and professional quality structure.From the three aspects of social function,professional qualification and professional standards,it can be concluded that teacher is a professional occupation with no doubt.Teachers' professionalization has double meaning,one is to look on teachers as a whole,and the other is to consider the individual teacher.Secondary school teachers are different in the teaching object,teaching content,and teaching way from teachers of other education levels.Teachers' professional development can be divided into different levels: novice teacher,adaptation,competent teacher,skilled teacher and expert teacher.The professional quality is structured by three aspects: professional knowledge,professional skills and professional trait.Professional knowledge is the foundation of teachers' professional quality,the professional skill is the core,and the professional trait acts as a guide of the professional quality.All three aspects are indispensable.As for pre-service education for secondary school teachers,it is necessary to answer what kind of teachers to prepare,how and what to train,and how to check the graduate teacher and other issues.Guided by the teachers' professionalization values and using the method of system theory,the third chapter aims to analyze in-depth the pre-service teacher education program objectives,training mode selection,curriculum setting and teacher certification.Program objective is the concrete embodiment of educational thoughts and preparation standards,directly determines the quality of the training.Among many factors that affect pre-service program objectives,educational thoughts and preparation standards are two key factors.Training mode is about the allocation of teaching resources and the organization of the double majors,which focus on four key aspects: the target level,candidate selecting,the training process designing,and the link between pre and post education.The curriculum is very important core part for the pre-service teacher education.The curriculum quality,the rationality of the course and the effectiveness of the implementation directly determined if the program objectives can be realized and the degree of realization.Teacher certification is to test the results of the training,and whether it is mature affects the level and the quality of teacher education to a large extent.Analysis of developed countries of pre-service education practice for secondary school will be a reference for our country.Considering teacher education level worldwide and comparable to that of China,the fourth chapter selects three developed countries,USA,British,and Australia,as an international comparison object,to summarize and analyze objectives,training mode,curriculum setting and teacher certification system in the three countries.Three more representative Universities: the American Illinois State University,the University of London in the UK and Australia's Flinders University,are chosen as cases to be analyzed.Based on the value position of teacher professionalization,and with the practice in developed countries as a reference,the fifth chapter analyzes the pre-service teacher education of our country in objectives,training mode,curriculum setting and teacher certification system,and try to find the deviation and other problems.In the target setting,we find that there is a bigotry in educational idea and the standards for teacher preparation are outdated,and the specific objectives are dislocated;in the training mode,there are not diverse and mature mainstream models,and existing programs can't meet the current social and educational demand very well,and post education is not closely related to pre-service education;in curriculum system,structure deficiency and missing of some important curriculum exist at the same time;as for teacher certification,due to a late start,unreasonable classification of teachers' certificate,low standards of license,too long validness of certificate,and the immaturity of the license system,are all important issues which can't be ignored.To solve above problems,our national education administration departments and institutions of teacher education introduced reforms for pre-service teacher education,especially after entering the second ten years in the new century.In the sixth chapter,a summary and analysis is given to the reform practice of pre-service education for secondary school teacher after the year of 2010.The professional standards for teachers,teacher education curriculum standards have been issued;teacher qualification examination system has been reformed in some pilot areas;some institutions of teachers' education are taking reform practices.All these reform practices of different levels show the progress we've made toward teacher professionalization.The reform's success is exciting,but the exposed problems are more worthy of attention.Based on the analysis of the above problems and the international comparison,and uses the interview method to get the opinions,suggestions and actual demands from in-service middle and secondary teachers,principals,and teacher education graduates,the last chapter points out that the reform of pre-service education system,must be under the guidance of the theory of teachers' professionalization,need to be promoted as a whole.As for the Training objectives,the philosophy of education should be updated,professional standards of secondary school teachers should be established,and the training objectives should be developed in line with the development needs of basic education;as for the training mode,proactive,targeted,controllable,flexible,diverse,consistent training mode should be developed,and Pre-Service Training and Job Training should be integrated;as for the training content,the lateral and vertical structure of teacher education curriculum system should to be changed,curriculum that can improve pre-service teachers' professional attributes should be increased,and educational practice should be reformed in content and approach;As for teacher certification,Scope of application for teacher certification should made reasonable,the standards for teacher qualification should be improved,measures should be taken to support the services for regularly registered teacher qualifications,and the professionalism of teacher certification bodies should be enhanced.