The Study On The United States Elementary And Secondary School Teacher Pre-service Education Practicum Since The1980s

As a professional teacher worker, teacher’s social status and influence are irreplaceble. The United States had put the Fundamental Education’s center inclined to the quality of the Pre-service Teacher Cultivate’s in the early1980s, especially the further high quality development of education practicum. The continued development of education practicum in United States, has become the model of today’s international education practicum reform.China as a country with a large population, the demand for elementary and secondary school teachers has daily raised. To converge with international advanced teacher education, China has been exploring the Teacher Pre-service education practicum system that in line with national conditions. The United States has always been the poineer of education reforms, its mature and improved education practicum system could make reference for our further development. In this paper, through studying the reform of the United States’elementary and secondary school teachers pre-service education practicum after1980s, analyzed its characteristics, expected to provide some suggestions for the development of China’s elementary and secondary school teacher pre-service education practicum.The Paper is divided into six parts.The First Part:Describing the study’s raised background, purpose, meaning and research methords. Multidimensional analized the related literatures at home and abroad. Defined the teacher pre-service cultivate, education practicum concepts and soon.The Second Part:Introduce the historical progress of the United States elementary and secondary school pre-service education practicum before the1980s. Through introducing the elementary and secondary school teacher pre-service education practicum’s implementation and development from the colonial period to the education reform before1980s. Clarify the development thread of education practicum, foreshadow the later comprehensive reform.The Third Part:Grasp the course of reform of the United States elementary and secondary school pre-service education practicum since the1980s. To analyse the reform background from several internal factors, such as teacher’s professionalization idea, mainly policies and educational institutions and so on. The Forth Part:Exampled by the Standford Teacher Education Program’s education practicum to detailed introduce the adjustment and changes of the United States elementary and secondary school pre-service education practicum since the1980s’goals, content, methods and evaluation, and. It’s the focus part of the study.The Fifth Part:Analyse the characteristics of the reform of the United States elementary and secondary school pre-servic education practicum since the1980s. Summarized some characteristics and successful experience that implented reform measures on education practicum, inculding the practicum standard’s formulation and implementation undertaken by government, teachers and schools tripartite. And the influence to all parts of education practicum by teacher’s professionalization idea and soon.The Sixth Part:Summary the implications of the United States elementary and secondary school pre-servic education practicum reform to China. Through the the above introduction of goals, content, methods and evalution, put forward four implications, expected to provide some references to reform and improvement China’s primary and secondary school teacher pre-service education practicum.