Research On The Cultivating Model And Implementational Effects Of Public-Funded Program Of Teacher Education Students

In the wake of formation and development of the open system of teacher education, implementation of the policy of public-funded teacher education students, advance of the quality-oriented education, and development of the knowledge economy, education of teacher education students in normal universities have been confronted with new challenges and demands. The normal universities need to answer two issues that what kinds of teachers are in need and how to cultivate them based on theories and practices in the transformation development. As the experimental institutions of the practice to provide public-funded education to teacher education students, the normal universities under the Ministry of Education have a significant modeling role in the innovation of teachers-training and practicing. As the first public-funded teacher education students have embarked on their career in2011, a backward investigation into the cultivating program and cultivating model of these normal universities, and the appraisal of their cultivating process from the teacher education students, is of great practical significance.This research employs two methods:text analysis and quantitative analysis. At first, by text analysis, it focuses on cultivating models for public-funded teacher education students of East China Normal University and Northeast Normal University, and make sample surveys on these students by Questionaire for Cultivating Processes of Public-funded Teacher Education Students. Next, it explores effects of cultivating models by quantitative analysis. At last, based on theoretical underpinnings of teacher education students, it states clearly what kind of teachers the normal universities should cultivate, and how to cultivate them, with a view to provide reference for teacher training in our normal universities.The main conclusions:first, the teacher education of normal universities should promote integrated development of teachers before and after vocational education by theories of teacher’s specialization and lifelong education, improve its cultivating objectives and cultivating program; second, normal universities should adjust curriculums, strengthen practical teaching, and enhance cultivating quality by the collaborative model theory and survey results; third, the government and the normal universities should reinforce guaranteed conditions, and perfect quality management.