Study Of School-Based In-Service Training Mode

As a novel mode of teachers' training, school-based in-service training, which originated from the West such as US, UK, etc. and was adopted 20 years ago, now becomes the most popular training mode in those developed countries and reaches fairly advanced level. In China, school-based in-service training is at the stage of introduction, exploitation and implementation. There are still many problems in the theories and implementation. However, we can predict that, school-based in-service training will inevitably become one of the main modes of our country's 21st century teachers' training. Therefore, it's of great necessity to do further study of school-based training mode, no matter theoretically or practically.In this paper, we analyze and define the key concept of School-based In-service Training, focused on the mode analysis and construction of school-based in-service training according to different value orientation, basing on the further study of the background, basic features and theoretical basis of school-based in-service training. We hope our work can offer some useful references to the majority of primary and secondary schools.The following is the main points and content of this paper.Understanding the concept and features of school-based in-service training accurately is the basic prerequisite of the successful implementation of school-based in-service training. First of all, basing on the concrete analysis of School-based and Training, we define school-based in-service training as: school-based in-service training is initiated and organized by schools themselves, under the direction and support of the administrative department for education and the teachers' training institution, focuses on the facing practical problems coming from the development and reformation of the school education, takes full advantage of all sorts of resource inside and outside the school, pays great attention to the space-time unification of teaching, learning and researching, improves effectively the training mode for teacher professional development. The basic features are: Firstly, school-based in-service training focuses on resolving the problems of the school education and is based on the combination of theory and practice. Secondly, school-based in-service training dose not mean completely being restricted in the school, but emphasizes on training and developing teachers, by regarding the school as the center and main body, improving the unification of teaching, learning and researching, taking full advantage of all sorts ofresource inside and outside the school, at the same time, integrate various resource inside and outside school, such as the support of the administrative department for education, the direction and assistance of all levels of the teachers' training institution, the cooperation with the other schools, etc. Thirdly, school-based in-service training is an individuation campaign that embodies the school's characteristics and shows the teachers' personality. Fourthly, school-based in-service training is a complicated process which is going along with the whole teaching career and in favor of accelerating the teacher professional development. Fifthly, school-based in-service training raises the demand for surveying and upgrading the status and functions of primary and secondary schools in teachers' training once again. In the second place, school-based in-service training is different from the traditional training forms offered by colleges and universities, therefore, the understanding of the features of school-based training should be based on the difference and relation between school-based in-service training mode and the traditional training mode. After synthesizing, extracting and digesting the relevant scholars' opinions, we conclude that school-based in-service training has eight characteristics, viz. practicality, autonomy, pertinency, diversity, all-member-included, interaction, whole-coursed and economical efficiency.In this paper, we conclude that the three theories of the adult...