Research On The Model Of Pre-service Secondary Composite Science Teacher Preparation In The USA

In the USA, the model of pre-service secondary composite science teacher preparationhas, up to now, developed into a mature diversified pattern of system model, in whichfour-year model perform as the mainstream with five-year model and the fifth year modeladvancing together. The UTeach model in four-year models is the most representative, whichis a new initiative aiming at the long-term dilemma of being difficult to recruit excellentscience teachers. In the process of over ten years’ implementation, this model has been spreadto34colleges and universities in17states by the University of Texas At Austin, and also beenwidely developed. To know and grasp the trend is an important subject in American scienceteacher preparation model research.Science teachers’ pre-service preparation in China started relatively late, and falls into theresponsibility of science education major in colleges and universities. The education of largenumber of excellent secondary composite science teachers has been hindered because of theuncertain ownership of the major, the lack of consistency within the course system of scienceeducation, the ignorance of teachers’ humanistic quality education and the existence of suchproblems as the shortage of practical courses. Therefore, it is necessary for us to learn fromAmerica’s advanced experiences, to encourage domestic reform of science education major incolleges and universities, and to improve the models of pre-service secondary compositescience teacher preparation.This thesis adopts the method of literature and case study, trying to do a systematic studyon the theoretical foundation and construction basis of the model of pre-service secondarycomposite science teacher preparation in the USA and UTeach. On the one hand, it can makeup for the inadequacy of study on this subject; on the other hand, it can provideenlightenments for the science education reform by knowing better about the model ofpre-service secondary composite science teacher preparation.This thesis is mainly composed of introduction and four chapters.The introduction part consists of six aspects: putting forward the problem, researchsignificance, research status, research methods, innovation and core concepts. Chapter1: The development background of the model of pre-service secondarycomposite science teacher preparation in the USA. This chapter will introduce relevantdevelopment background about the model of pre-service secondary composite science teacherpreparation in the USA, from five points of view, the third wave of science education reform,the federal government and science teachers’ organization, the traditional model of secondaryscience teacher preparation, secondary science teacher, teacher professional developmentmovementChapter2: The theoretical foundation and construction basis of the model of pre-servicesecondary composite science teacher preparation in the USA. The thesis tries to explore andreview important theories, standards and specifications that has been referred to and followedwhile constructing the model of pre-service secondary composite science teacher preparationin the USAChapter3: The model of pre-service secondary composite science teacher preparation inthe USA——the case of UTeach at University of Texas at Austin. The thesis reviews specificcontents and analyses the characteristics of UTeach model from the following four aspects:aims and objectives, degree programs, training institutions and operating mechanism,curriculum plan.Chapter4: Enlightenments of the model of pre-service secondary composite scienceteacher preparation in the USA. By learning about the model of pre-service secondarycomposite science teacher preparation in the USA and combining the currant situation of thescience teachers preparation in China, this thesis presents some enlightenments for scienceteacher education reform and development of science education major.