Exploration And Analysis On The Model Of PDS In Continuing Education For The Teachers In Primary And Middle Schools Of America

For satisfying the great need of teachers' receiving continuing education furthest from primary and middle schools, multiform models for promoting the continuing education of teachers have been carried into execution in each state of America, among of which is the model of PDS. Having been effected by and deriving from PDS, the model of PDS serves a great function in promoting the continuing education of teachers in primary and middle schools of America .PDS Originally is a school form created by the authority of American government in metaphase of 1980s and has been providing the chance of collaboration for the teachers in public schools, staff members of educational administration, executive officers in school districts and the teachers from educational faculties in universities. It syncretizes the cultivation of preparatory teachers, continuing education of teachers and school reforms together. Through the clinical practices in teaching, it can enhance the cultivation of preparatory teachers, promote the continuing education of teachers and provide the chance for cooperation involving universities and schools to facilitate the reform and development of education. The continuing education of teachers from primary and middle schools in America has been promoted greatly and successfully, in so doing, the model of PDS with unique characteristics has been formed.The model of PDS emphasizes the collaboration and equal interlocution to promote the continuing education of teachers in primary and middle schools through the means as following: 1) intercommunion and mutual learning among the teachers of primary and middle schools engaged in continuing education; 2) reflection on teachers' experiences of teaching in the process of supervising the practice teachers; 3) illumination and edification gained from the process of cooperative researches involved in both teachers in primary and middle schools and professors in universities. The model of PDS facilitates the development of teachers in terms of practical teaching capability, reflective ability and capacity of scientific research, which is propitious to the actualization of converting into scholastic and investigative teachers and pursues the occupational and individual development of teachers at the same time. The model of PDS in America intensifies the relationship of cooperation between public schools and universities, constructs the leaning community with high expectation continuously and reinforces the cooperative research facing reality of practical teaching. To some extent, it has been promoting the continuing education and impelling the professional development of teachers in primary and middle schools of America.This paper firstly probes into the original ideas and historical developmental sequence of PDS model on the basis of perusing and analyzing volumes of correlative domestic and foreign literature. It stresses the emphasis on the developmental status in quo, and expounds the specific operating process in terms of organizational structure, curriculum settings, administrative mechanism and evaluation. And this paper analyzes and valuates the function and influence of PDS model in the continuing education of teachers in primary and middle schools of America, and also analyzes the challenges facing in the developmental process of PDS model. Then this paper tries to point out its new trend by linking the status in quo of development. Finally, it looks forward to presenting some prepositional countermeasures aiming at the problems existing in the continuing education of teachers in primary and middle schools of China.