A Study Of Teacher Interaction In U-S Cooperation From The Perspective Of Exchange Theory

Since 1980s,the international competition in the fields of politics,economy and science is becoming increasingly fierce,and as well the quality of school education and teacher education is strictly required.Given this new development,the University-School partnerships has been applied in many countries and areas so as to promote the reform of teacher education in the way of combining pre-service and in-service training.However,as a new mode of teacher education involving universities,high schools,and primary schools,the University-School partnerships are faced with a couple of difficulties and challenges when introduced to our country.Therefore it is of great significance to comprehensively review certain cases of this mode which have succeeded in our country.It can impel more University-School partnerships to bring the interaction between college teachers and teacher from high school and primary school,boost the teachers' professional growth,and contribute to the improvement of teacher education and educational development.According to the exchange theory,the success of a University-School partnerships results from the exchange from substantial interaction between teachers from both parties.Therefore,this study will focus on motive of exchange,procedure of exchange and result of exchange,including the following questions:What is the motive of exchange between college teachers and teachers from high schools and primary schools?How will this motive influence teachers'interaction?What periods will the interaction experience?What features the different periods of teachers' exchange?What factors will influence the procedure of exchange?What is the result of the exchange between college teachers and teachers from high schools and primary schools?What factors will influence the result of such exchange?With the exchange theory as a base and the above-mentioned research targets and research projects,this study reviews the co-building between D normal university in Beijing and the primary school attached to it in the scope of education and anthropology by field study and composing ethnography.As to the fact-describing,this study,based on field study and composing ethnography,will describe the motive of exchange,procedure of exchange and result of exchange during the interaction between college teachers and primary schools teachers.Meanwhile,from the perspective of exchange theory,this study also generalizes certain descriptions to restructure these materials,which lays base for the following investigation of the reason.As to the investigation of the reason,the first step is to analyze,by using certain concepts of the exchange theory,the description of motive of exchange,procedure of exchange and result of exchange respectively.Then some key points of the three parts will be discussed around the theme of "how to promote exchange between teachers" so as to lay foundations for the identifying of the strategies for action.As to the strategies for action,with the related results from the research,certain specific strategies for promoting the exchange between college teachers and primary school teachers in the University-School partnerships will be investigated.This might be an example for the future University-School partnerships to promote interaction between teachers and cooperate successfully.Main conclusions of this study are as follows:First,in the University-School partnerships,motive of exchange between college teachers and primary school teachers can include external motive based on the organization development and internal motive based on personal development.Motive of exchange has crucial influence on teachers' interaction.External motive offers basic guarantee for external motive,and internal motive constitute the driving force for high quality of teachers' interaction.Second,in the University-School partnerships,the process of exchange between college teachers and primary school teachers can be divided into three stages:good level of superficial exchange;better lever of substantial exchange;best level of comprehensive exchange.Superficial exchange leads to little results,and comprehensive exchange lead to great results.Frequency of exchange,resource of exchange and interpersonal relationship directly influence the exchange process.Third,in the University-School partnerships,the results of exchange between college teachers and primary school teachers can be include direct result of forming the community of teacher education and indirect result of forming brand of certain school.The more are the results of exchange,the better it serves the motive of exchange and helps intensify the motive,and the better it promote the exchange process to higher level,vice versa.Hence,it may weaken the motive of exchange and the exchange process may remain at a low level.Main contributions of this study are as follows:First,theoretically,this study applies the exchange theory,defines some theoretical nouns as theoretical tools and analyzes the teachers' exchange in the University-School partnerships in the aspects of the motive of exchange,procedure of exchange and result of exchange.Second,as to the content of the study,this study fills in the gaps in the study of interaction between college teachers and primary school teachers in the University-School partnerships.Third,practically,this study disposes the motive of exchange,procedure of exchange and result of exchange between college teachers and primary school teachers in the University-School partnerships.It analyzes the factors influencing the teachers' interaction and offers specific suggestion for action,which provides the other University-School partnerships with strategies for better interaction between college teachers and primary school teachers and contributes to the success of promoting local University-School partnerships.