American New Teacher Induction Guidance Of Interstate Research

With the theories of the lifelong education and the teacherprofessional are proposed, teacher education should includeprevocational education、entry training and job training. Whether thenew teachers can smoothly transfer their role from students of teachingto qualified teacher of students during the starting phase, not only doesit affect the consistency and tendency of their teaching career, butalso it may influence their mode of career development, which willfurther decide what kind of teacher they are.This study selected the United States, because the United States isthe country which is the first implement the new teacher induction. TheUnited States is an education management decentralization country,each state have the right to decide the states education policy, soeach state’s progress on the new teacher-guidance is different. Theauthor of the article refer the reports of the U.S. Ministry of Education,the nations teaching and the U.S. Future Commission, Higher-educationCommission, elect three representative, outstanding, worth-extendingprograms: the Kentucky new Teacher Mentoring Program features thatthe teacher educator is the direct participant; the Connecticut newteacher support and training program features the Portfolio, theGeorgia new teacher mentoring programs features the Counselingteachers teaching system, The author unified these reports to carry onthe thorough ponder to three states new teacher mentoring programs,dig out the lessons of success and failure. Thus the paper concludes theeffective features of the America new teacher mentoring program,Combined with the present situation of new teacher in our country andat the end the paper put forward effective reference to our country’snew teacher education.The author hopes to learn from the valuable experience of the Unite States to improve Chinese new teacher induction.The first part is an introduction, in this section described the mainissues, domestic and related research, related concepts and researchmethods.In the second part detailed analysis and elaboration of the UnitedStates, new teacher induction, including the development process andthe concrete implementation in the United States, summed up thecharacteristics of new teacher induction in the United States.In the third part through interviews with teachers in some cities, newteacher induction to understand the development of Chinese currentsituation, analyze the experience of the United States, drawn to theenlightenment.