A Case Study On Beginning Teachers' Training For The Promotion Of Their Professional Development

Induction, a bridge between pre-service and post-service training, is receiving more and more attention. With the importance of beginning teachers'training in mind, Hongkou Teacher Education College (HTEC) in Shanghai has launched various innovations in the training of beginning teachers with a view to adapting itself to the need of the times and teaching profession. The value of exploring the history and reform practice of beginning teachers' training in HTEC is obvious, since the analyses of its training(both content and form) will shed light on the training reform of new teachers in our country as a whole.With investigation research and case study as the chief methods, this thesis introduces experiences and reform practice of beginning teachers' training in HTEC, analyzes the problems therein and puts forward some action suggestions.The present study traces the history of training for beginning teachers in China, illustrates its theoretical foundations and investigates ongoing reforms.Taking HTEC in Shanghai as an example, this thesis undertakes to describe its beginning teachers' training during three stages of earlier explorations, initial reforms and reform practice. Under the background of diverse origin of teachers, the earlier explorations of beginning teachers' training in HTEC emphasizes induction training. With the development of reformation in education, the beginning teachers' training in HTEC is to lay stress on promoting training effects and is moving toward standardization. Based on the problems of earlier explorations and reform, HTEC is carrying out the reform practice of beginning teachers' training for pursuing professional development. Based on the training reform practice for beginning teachers in HTEC, this thesis deepens the understanding of new teachers' professional traits from the perspectives of knowledge, skill and attitude. Drawing on related experiences from the US, the UK, and Japan, the study finally reconstructs new teachers'training in China and spell out specific suggestions, namely, targeting key issues, applying case studies in pedagogy, stressing reflection in apprenticeship, satisfying novice teachers' practical needs and promoting their professional development.