On The Application Of U-S Cooperative Model In School-based English Teacher

Under the background of teacher professionalization and teacher education reform, all countries overthe world actively explore the ways to promote teachers' professional development, in particular, with theadvancement of educational reform and the new National Curriculum Standard (NECS), teachers in ourcountry are facing huge challenge, therefore, teacher professional development (TPD) is imperative underthe situation. Due to the separation between theories and practice in the traditional top-down teachertraining methods, teacher training is not very effective (Yan Xinlin&Bei Xinhua,2007). However,school-based teacher training, which is based on school and for school, owns the characteristics of properlyaimed, highly effective and comparatively flexible, because of which it is regarded as an effective teachertraining model, and draw more and more attention. In addition, from the international practice ofschool-based training, it can be found that strengthening the cooperation with professional educationinstitution while the middle and primary schools are carrying out the school-based training can not onlymake school-based training gain more external support, but also can it bring security to the implementationof successful school-based training (Ren Dengzhong,2007:26). Nowadays, there are multiple forms ofcooperative researches between University-School (mainly refers to normal colleges, educational faculty incomprehensive university and other teacher education institutions) and the middle and primary schools, andthese researches have got initial achievements. However, because these cooperative researches in ourschool are still on the initial exploration stage, so there are still some difficulties in the understanding andpractice process of University-School Cooperative Research, in some extent, it may impact the effectivedevelopment of collaborative research and school-based training.Taking the cooperation cases of the basic foreign language education center of Henan NormalUniversity and its school-based teacher training base as the research object, the author makes a long termobservation and study on the Experimental Middle School of Luohe. On the one hand, a systematicdescription, analysis and summary will be given to the process of the school-based training in thecoorperation of Research Center and the Base, trying to find out the operating model in the school-basedtraining of the Cooperation Model. In addition, there exist some experience and inadequacy in the cooperation research between universities and middle schools at home and broad, according to which theschool-based teaching model will be constructed in our country. On the other hand, in order to promoteteachers' professional development, the existing problems in the process of the cooperation model betweenResearch Center and the Base are pointed out, the corresponding suggestions will be proposed as well.The research proposes three questions:1. What are the existing problems in the teaching and professional development of English teachers inthe base? What are the requirements for the development?2. Based on the cooperative model, what ways do they adopt to resolve these problems and satisfy therequirements at the same time?3. What are the achievements and problems in the cooperation between the Research Center and Base?Based on selecting Experimental Middle School in Luohe as the studying case, this research will becarried out from the following steps: in the first stage, many concrete methods, which include questionnairesurvey, classroom observation and interview will be adopted in finding out the existing problems in theteaching and professional development of the English teachers. According to the collected data and material,the corresponding training program will be designed. The second stage will be carried out through holdinglectures, observing and evaluating lessons, analyzing lessons, organizing seminars and action research inorder to train the English teachers in the base. Based on the reflective diaries and files of teacher'sprofessional development, the third stage will make an evaluation on teacher's professional development.The final result of the research indicates that the base has formed its characteristic training model,which refers co-discussion between the experts and teachersâ†'analyses on the problemsâ†'research onsolving problemsâ†'self-reflection and improvementâ†'autonomous professional development. Teachersin base has changed the past teaching behavior, aroused the consciousness of self-reflection and research,and finally formed their professional model in teaching,studying and researching. Meanwhile, somebarriers are existed, which include the limitation on the time and energy of both cooperators, theimperfection of the evaluation system, lack in the consciousness of initiative self-reflection andcommunication, and the inadequate realization of the concept of teachers' professional development.The thesis consists of five parts.Chapter1, the introduction, mainly concerns the research background, the general situation of the cooperation between the Research Center and Base, research significance and the structure of the thesis.Chapter2makes a literature review. In this part, the author first makes a detailed definition on the coreconcepts, which include the cooperation between university and middle schools, school-based training andthe teacher's professional development. In addition, the present research status of the cooperation betweenuniversity and middle schools at home and abroad will be analyzed.Chapter3concerns the introduction to the design proposal of the research, which refers to researchquestions, research objectives, research methods and research process.Chapter4is the core of the thesis, which is carried out from three stages. The research results of eachstage will be stated and analyzed in detail.Chapter5is the conclusion. In this part, the achievements and limitations will be discussed.