US Professional Development School And Experience For Rural Teacher’s Education In China

Professional Development School (PDS) appeared in the late eightieth of twenty century in America. PDS comes from a serious education theory, like Personal Practice Theory, Cooperation Theory, Action Research and Reflection Theory, Teacher’s Education Integration Theory and so on. It also influenced by the factor of America’s pragmatism culture and the trend of education reform all over the world.PDS is a partner relationship between university and elementary-middle school. This symbiosis partner relation regarded elementary-middle school as practice basement, connected interns, elementary-middle school teachers and education experts being together, created an up-level stability education entity for education practice and research. PDS provided a "clinic" environment for all education trainers, promoted all partnership trainers having a reflection education activity. So PDS created a new mode for teacher’s education. Its features include cooperation, reflection, nativity, comprehensive and innovation.The research gave a deep research from PDS’s background, theoretical basis, contents, characters, process of setting up, behavioral strategy and practice effectiveness. It then analyzed the necessity and possibility for using PDS mode in China’s rural teacher education in details. At last provided some related strategies for PDS mode applied in China’s rural school. Firstly, founded rural PDS base, achieved win-win situation for university and elementary-middle school;secondly, respected personal practical knowledge, increased autonomy in rural teacher’s education development; thirdly, enhanced teachers’ conversation and communication between university and elementary-middle schools, updated rural teachers’contemporary knowledge level; Forth, concerned on practice problem, promoted related education ability development in rural teachers’education.