A Study On The Feasibility Of Synthetic Development Of China's Teacher Educational Pattern

It was pointed out at the Third National Session of Education in 1999 that China was to adjust the layers and arrangements of teacher schools, encourage synthetic colleges and non-teacher colleges to participate in the training of teacher for middle and elementary schools, and encourage the universities in good condition to institute teacher schools. Therefore, the curtain of the reform of teacher education at the entrance to the 21 st century was raised, that is to say, the directed pattern only by teacher schools has been broken up, and the training of teacher has gone the way of synthetic pattern in which both teacher colleges and non-teacher colleges train teacher together.So to speak, the reform of teacher educational pattern is a synthetic project touching upon so many problems. The current dissertation has a try to conduct a preliminary study on the feasibility for the reform of China's teacher education.This dissertation consists of four parts.The first part expounds the feasibility by making reference to the evolution and experiences of Japan's teacher educational pattern. First, the transformational process from the directed pattern to the pening pattern, and to the synthetic pattern is researched. Based on it the experiences are summed up, which promote the position of teacher education in educational system. Thedirected and opening patterns of teacher education have respective advantages and disadvantages, and the two patterns support each other.The second part sets forth the feasibility according to the development experiences of China's teacher educational pattern. This part involves the embryonic form and initial development of the directed, the innovation of opening pattern and the first debate between two patterns, the return from the opening to the directed, the second debate and the development in depth of the directed. The experiences are concluded in that way, which shows that the reform of teacher educational pattern must be in the light of a country's situation of its own and mustn't copy others' and that academy and normality are both of importance and cannot be neglected.The third part is based on Chinese realities. China's current directed pattern of teacher education is facing up to the challenges from social and educational development. In respond to these challenges, it is changing to a comprehensive pattern so as to fit in with and push social and educational development. Just according to those aspects, the feasibility is expounded in this part.The fourth part elaborates the feasibility on the basis of the indispensable requirements in the synthetic pattern of teacher education, which are integrated, standard curriculum of educational sciences, implementing strict regulations of teacher certification and promotion of the treatment and position for teacher.These four parts relate closely and supplement each other, organized by centering on the feasibility. The first and second parts search for some regularities by studying the courses of the reform in the teacher educational patterns home and abroad, and sum up the experiences and lessons. According to China's realities, the third part shows the certainty of the synthetic pattern of teacher education on the aspects of social and educational development. The fourth part further expounds the subjective and objective conditions required by the development of the synthetic educational pattern.