Study On Integration Of Teacher Education Of Rural Primary School Teachers

Teacher allocation is unbalanced in China's rural compulsory education is one more serious problem, affecting educational equity, increase the compulsory education between urban and rural areas, resulting in uneven development of education; affected the professional development of teachers in rural areas, hindering the integration process of teacher education in rural areas. At present, education in rural primary school teachers training, appointment, and training, split between the various stages was fragmented state. Strengthen the integration of primary teacher education in rural areas can promote a balanced and effective allocation of rural teachers, and promote professional development of teachers in rural primary schools and improve the professional level of primary school teachers.This paper used the method of comparative law and literature research on domestic and foreign successful experiences were brief references to Fujian Province rich literature for empirical analysis. First, the reference to the United States, Britain, Japan and other developed countries, integration of teacher education practices in the mature approach, drawing on the country's East China Normal University, China West Normal University, Capital Normal University and other universities and the Hong Kong and Taiwan valuable experience related to . Second, fairness in education philosophy and theory under the guidance of professional teachers, in Fujian Province on the status of rural primary school teacher education integrated empirical research. Integration of rural primary school teacher education in Fujian Province problems mainly as follows: fragmentation between teacher education institutions, the strength varies, inter-school exchange of teachers, lack of cooperation, the existence of training process of the post of pre-training and training with each other out of touch and so on. Finally, the existence of these problems, the author constructs the integration of rural primary school teacher education model, and according to model the relationship between the various elements within the proposed recommendations of the relevant mode, mainly constructed from the following three aspects: first is to strengthen training rural primary school teacher education institutions cooperate with each other; second is to strengthen education in rural primary school teachers in inter-school faculty interaction; Third is to strengthen education in rural primary school teachers in the pre-training and post training convergence.