Research On The Model Of Teacher Education Post-baccalaureate Degree In The USA

With the development of specialization of teacher education and the significant trend of global integration of teacher education, the quality and level of teacher education are causing widespread attention from the whole society. So what kind of teacher should we cultivate? How should we train teachers? In recent years, the teacher education accreditation standard has been improved continuously and becomes perfect under the efforts of members in the national accreditation council for teacher education(NCATE). Judging the rationality, effectiveness and quality of teacher education is based on this standard, which ensures the quality of teacher education to a certain extent. In 1995, the accreditation standard of NCATE required that teacher education institutions strengthen teachers’ pedagogical content knowledge(PCK). PCK theory emphasizes the inner link and interaction between professional knowledge and pedagogical knowledge. Teachers are required not only to have professional knowledge of their subject, but also the pedagogical content knowledge that makes their own professional knowledge translate into the knowledge of characteristic forms which is easy for students to learn. In the aspect of teaching and practice, it reiterated the teaching theory and professional practice should keep consistent. This proposition was also related to teacher certification standard. In addition, that teachers should try to obtain advanced degrees was put forward.In 2002, the accreditation standard of NCATE also put forward some relevant requirements on teaching practice and clinical practice. Strengthening practical ability in the process of training teachers and developing master’s level after bachelor’s teacher education are more and more influential. Currently, comprehensive universities have three main types of the model of teacher education post-baccalaureate degree in the USA. They are 4+1 model, 4+2 model, as well as five-year consistent system as is applied in Texas’ Trinity and Virginia’s University of Virginia. In this study, it takes the most typical five-year teacher education post-baccalaureate degree training mode(referred as five-year model) for example to analyze its features in training teachers. I hope this thesis will provide some references and enlightenments for the reform and development of teacher education.This thesis is mainly composed of introduction and four other parts.The introduction part consists of putting forward the problem, research significance, research status quo, research methods, relative concepts, difficult points and innovation.Part I: This part defines the concept of post-baccalaureate degrees. Based on this main explicit concept, the thesis analyzes the development process and status quo of teacher education post-baccalaureate degrees. According to two dimensions of horizontal and vertical, post-baccalaureate degrees are divided into different categories.Part II: This part emphasizes the rise and development of teacher education post-baccalaureate degrees in the USA based on unique normal education background and the foundation of education theory. And it also introduces and analyzes training objectives, admission requirements, curriculum, teaching methods, practice and double tutorial system, evaluation criteria, degree-granting and implement achievements in five-year model.Part III: This part summarizes the characteristics of five-year model and analyzes advantages in many aspects, such as the relationship between academic and professional, educational philosophy and training objectives, course system and teaching practice, the double tutorial system, as well as partnership between university and practice base. Moreover it points out a few shortcomings objectively.Part IV: This part describes present situation and problems of teacher education post-baccalaureate degrees in our country. Compared with five-year model in UVA, We can make full use of the successful experience of the five-year model and take a series of measures to improve overall quality of teachers, humanities, and professional capacity. Thus it promotes the reform of teacher education and teachers’ professional development.