Teacher Education Theory And Mechanism Of Convergence

At present, the development trend of The continuation of the world teacher education has been quite conspicuous. A number of countries in the world haveexplored construction of the connection mechanism of the world teacher education effectively, not excepting China. Implementing the outline of plan which islong-term education reform and development(2010-2020),(hereinafter referredto the "Outline” of education planning), we must strive to implement it, grasping the opportunities of the times, according to China actual situation, on thebasis of our experience and advanced and successful experience in other countries, to promote construction of continuation mechanism of teacher education.However, at present, pre-service training, vocational education and post training are still disjointed, which are separate from each other and are their ownduties and act its own free will.To be strengthened relation and communication of teacher education in each phase, new sustainable teacher education system which mutually contact, connect,interact and are coherent in each phase of teacher education, facilitate the better development of teacher education, promote the professional development of teachers, improve their professional level, and promote the development of education wholly.I mainly study it by documentary and Comparative method based on the domestic and foreign successful experience in this paper.This paper consists of six parts. The first part mainly explains the reason of this topic which is selected, the related research situation, the definition of thecore concepts, and research methods. The second part analyses the necessity of teacher education. The three part mainly introduces the related theory of teacher education. The fourth part mainly introduces the continuation mechanism ofTeacher Education in foreign countries. First of all, the typical practice in teacher education in some countries such as the United States, Britain, and Japanis introduced. Secondly, summarizing and reflecting on these features of the linkage mechanism of teacher education, our country can Learn from the successful experience well reasonably, innovate combining with national conditions, construct Chinese characteristic cohesion. of teacher education. The fifth part mainly introduces the current situation of China teacher education cohesion and problems. Firstly, the linkage of relevant experience in Teacher Education in China is introduced such as China West Normal University, East China Normal University, Capital Normal University and Northeast Normal University. Namely,"merging model" in East China Normal University,"combined model" in WestNormal University,"the school model of teacher development "in Capital Normal University and "experimentation area model of teacher education innovation"in Northeast Normal University. Secondly, problems in The continuation of teacher education in our country are studied. Until now, there are many problems in linking teacher education in China, mainly as follows: the problem in cooperation of teacher education institutions, the problem where teacher interacts each other, the problem in teacher education contents of convergence, the problem in protection of the legal system of teacher education cohesion. Tn the sixthpart, for the main problems in connection of Teacher Education in China, the author puts forward suggestions on cohesion of Teacher Education in China,constructing the Cohesion Mechanism of Teacher Education in china. Mainly includes: integration mechanism of the teacher education institutions, interactionmechanism of teacher education faculty, legal safeguard mechanism teacher education cohesion as well as international experience and prudent reform of teacher education linkage.