The U.s. PFF Program And The Inspiration For Pre-training Of Chinese University Teachers

Currently, countries in the world are all very concerned about the issue of teacher training, because the level of teacher's quality influences the level of quality of education directly. Pre-training in teacher education is very important. A majority of American university teachers come from graduates of research universities, so the quality of graduate education directly affects the quality of the future faculty. In order to improve the quality of university teachers, the United States had carried out the PFF program (Preparing Future Faculty program) in 1993-2002, and actively explored new ways of pre-college teachers training in the stage of graduate education and achieved a lot of valuable experiences. But at present, the college teacher training mainly focused on the post-training and continuing education, and the practice and research of pre-training almost focused on pre-job training. The college teacher training hasn't been founded into complete pre-employment training system in China. So by studying the U.S. PFF program, it comes into an necessary to reference the experience and lessons learned of U.S. future college teachers trainings.The thesis consists of five parts.The first part introduces and analyses the motivation & developing course of US PFF. It analyses the motivation of the PFF program from 3 aspects which refer to the duty, quality and demand of college teachers. The developing course of the PFF have 3 stages: develop model PFF programs, institutionalize and spread PFF, develop model PFF programs in all subject areas.The second part analyses the purpose of project implementation, the content of specific activities and running ways of PFF. The implementation purpose is based on social development, which aim to transfer the ways of training future university teachers, improve the quality of graduate education and advance the future quality of university teachers. The third activity is to create and build diverse training modes. Running ways show the outlay sources, participatory and operation modes, counseling methods and project implementation details.The third part is mainly about the PFF project evaluation. Firstly it analyses the characteristics of this project itself which is to emphasize students'experience on the teachers'duty and cooperation between colleges. And then it addresses the harvest in PFF development---advanced the college teachers'quality, improved the pre-college teacher training system, and enhanced the training effect of Graduate schools. At the end, it shows the difficulties and shortages in the project development.The fourth part mainly tells the current training situation of college teachers. In the first place, it analyses the college needs of Dr. graduates and the possibility of college teaching career for them, from which we can see most Dr. graduates are willing to be college teachers. After that, it analyses the arrangement for future college teachers in the Dr. education phase and find sufficient preparation for research ability and lack of preparation for training ability. What's more, there is especially less preparation of occupation duty. There is also empty assurance procedure of laws & rules for pre-college teacher training. Finally analyses the pre-job training of college teachers, described the manner and content of training, and training effectiveness and evaluation.The last part mainly introduces our illumination of pre-college teacher training referring to U.S. PFF project. Above all, the pre-college teacher training system and college teacher resources certification system should be improved. It should reinforce to carry out the laws and regulations such as《Degree Law》,《Higher Education Act》,《Teacher Law》. In the next place, college teachers practical training should be strengthened in the stage of doctoral education, especially in the part of particular teaching practice and service practice. And then, the sharing of educational resources for all school teachers should be promoted to provide a variety of practice environments and numbers of teachers'professional guidance for the doctoral students., as well as the literature, laboratory, environmental resources and so on. It will help them to be competent for college teachers'duty. When the college recruiting new teachers, the candidates should assessed strictly in all relevant abilities in order to make the best selection with the principle of quality before quantity. At last, special funds should be set up to conduct pre-training system for pre-training college teachers relying on the government funding and social community patronage.