Research On How To Cultivate Educational Practical Ability Of The Pre-service Teachers In The United States

Practice-oriented teacher education is a major challenge for the traditional models to cultivate teachers that they emphasize theory and light practice, emphasize knowledge and light ability. It emphasized the development of teachers’practical knowledge and ability. It is the main direction of the teacher education reform, and the key to promote the professional development of teachers to emphasize the practice of teacher cultivating. With the advancement of the integration of teacher education, they begin to cultivate the practical ability of teachers from pre-service in the developed countries, which have brought the attention of many countries. In the cultivating process, there are some improper practices that we emphasize theory and light practice in our country, which is an obstruction to the new curriculum reform, to the study of studies, and to the development of the teachers.This paper based on comparative study, deeply analyzed the current situation of pre-service teacher educational practical ability in the United States. Hope that it can have some significance to the educational practical ability training of normal students in our country.This paper is divided into five sections:In the part of introduction, the paper discusses the reasons of the research, the research of status in and abroad, the definition of related concepts, and the research ideas, contents, methods.The first part introduced the background of the educational practical ability cultivating of pre-service teachers from social demand, times challenge, theory support and reality preparation.In the second part, it introduced the cultivating system of educational practical ability of pre-service teachers in general in America. It is divided into four aspects:training objectives, security conditions, training content and training evaluation.The third part introduced the fruitful implementation models of educational practical ability cultivating of pre-service teachers. They are PDS model and UTR model, and selected Extended Teacher Education Program in University of Southern Maine and Boston Teacher Residency Program as cases, they described in detail on the two models in cultivating educational practical ability of pre-service in the concrete methods.The fourth part analyzed the effect of pre-service teachers educational practical ability cultivating, and the positive effects of the two models on development of reflection ability, increase of the teachers stay rate, cooperation between teachers, the training quality of the interns or residents and development of special educational ability.In the fifth part, it puts forward some enlightenment on pre-service teachers cultivating based on the experience of the educational practical ability training in America. From Chinese pre-service teachers cultivating situation, it gave suggestions of emphasize on practice in training, balance of theory and practice, paying attention to clinical expert resources integration and setting up strict evaluation system and so on.The end of this paper is conclusion.