A Comparative Study On The Professional Development Of Sino-US "Teaching Practice Guidebook.

Within the context of “the practice turn” of teacher education, teaching practicehas been considered to play an important role in student teachers’ professionaldevelopment, so does the guidance of teaching practice. We emphasis theimportance of the guidance of teaching practice very much. From the perspective ofstudent teachers’ professional development, this thesis mainly discusses thedifferences of Student Teaching Handbook between China and America, in order tofind out the deficiency of our Student Teaching Handbook and seek some usefulsuggestions for the purpose of promoting student teachers’ professionaldevelopment.At the beginning, the thesis first introduces three theoretical perspectiveson the practicum: the “apprenticeship model”, the “applied science practicum” andthe “inquiry-oriented practicum”. Among these, the inquiry-oriented practicum is themost suitable model for student teachers’ professional development. In order to putinquiry-oriented practicum into effect, we need to strengthen the guidance ofStudent Teaching Handbook on professional development, help student teachersdevelop their own practical knowledge and go on learning by their reflection ofteaching practice, all in all, involve themselves in their professional development.Based on the background, the thesis introduces the historical development,present situation, content setting, type distribution and main features of StudentTeaching Handbook in both China and America, in order to obtain a comprehensiveunderstanding of it.Then, choosing Student Teaching Handbook of South China Normal University inChina and Student Teaching Handbook of Tulane University Teacher Education andCertificate Program in America as cases to analyze their guidance to students’professional development, we find that while they share some common contents,they are different in the fundamental beliefs, the monitor procedures, the basicmethods of professional development and the practicality of professionaldevelopment guidance by comparison. Compared with Tulane University, our Student Teaching Handbook shows some weak points.In the end, the thesis discusses the problems of our Student Teaching Handbook,for the purpose of better guiding student teachers’ professional development, someuseful advices on the reform of our Student Teaching Handbook is put forward. Weshould change the inconclusive understanding of teacher profession, strengthen thefundamental beliefs of professional development in Student Teaching Handbook;enhance profession standards, reinforce the monitor of professional development inStudent Teaching Handbook; enrich the basic methods of professional developmentin Student Teaching Handbook, furtherance student teachers’ professionaldevelopment; heighten the practicality of Student Teaching Handbook, optimize theprofessional development guidance to student teachers.