Research On American Teacher Education Reform During 1950s-1970s

Teacher is an important participant, even a leader in the class, so his cultivation,course offered and overall quality will directly influence the teaching quality and theeffect of educational reform. Since World WarⅡ, teacher education has been focusedall over the world. Especially the teacher professionalism, which rose at the end of80s, has recently become the center of much attention for the education theoreticians.The paper first introduces the two teacher education reforms in American during1950s—1970s, then, analyses some common problem, including basic contradictionfor teacher's educating, relationship between teacher education and elementaryeducation etc. At last some teacher education suggestions are given to our owncountry.This paper consists of four chapters, except the preface.Chapter one introduces and analyzes American teacher education reform in the1950s—1960s. At the beginning it introduces the appearance and development aboutthe American teacher education before. Then it analyses the background of the reformand discusses on the extemal demand and motive force. Finally, the course of thereform is explained and some comment on the effect is made.Chapter two continues the research by treating the background and reason,stressing on the course and results of American teacher education reform during the1970s. Combining with elementary education reform of that period such as "educationfor living" or "back-to-basics", this study expatiates the course and result of"Competence-based teacher education" reform.Chapter three compares the two American teacher education reforms during1950s—1970s in three aspects, which are the general meaning, potential contradictionand the relationship with the America teacher educational reform after 1980s. Thestudy expects to reveal the reform of 1950s—1970s better by this way.Chapter four analyzes the current situation and existing problems in ourcountry about teacher education. The paper summarizes the revelation of Americateacher reform during this period to our country. Based on the three chapters above, this study draws a conclusion that the curriculum establishment, cultivated institutionadjustment, and quality assessing standard of teacher education in our country nonceneeds to be improved, and America 1950s—1970s teacher education reform haveimportant use for reference.