Research On Interactive Interface Between School-based Teaching And Research And The Training Of Colleges

Teachers are one of the main elements of the basic education reform and teachers’ professional development. The quality of teachers affects the speed and education quality of social and economic development. Teachers’ professional development even influence the national strength. Teachers’ professional development level in our country is yet to be improved today. Teachers training before and after entry is disconnected. Besides, teachers’ professional development in research and training is closed and isolate, which lead to the theoretical study and practical experience of teachers cannot be combined diffectitely. Therefore, to improve teachers’ professional development level and to bridge theory and practice, school-based teaching and research and the university training needs to be connected.In this paper, using the method of literature analysis and practical investigation on domestic and international successful cases of teacher education reform to promote teachers’ professional development to carry on the introduction, based in Fujian Yong-an elementary and middle schools, and has carried on the empirical investigation and analysis. First of all, with reference to the developed countries such as Britain, the United States and Australia university with the practice of the joint training of primary and secondary schools teachers to explore the typical cases, and draw lessons from the domestic capital normal university, northeast normal university, southern Fujian normal university and Guangxi normal university teacher education reform and innovation of successful experience. Second, the social symbolic interaction theory of the lifelong education, the integration of teacher education, based on the empirical investigation wing on primary and secondary schools in-service teachers, principals, found that the school-based teaching and research and college training both in the interactive perspective respectively under the following status: the organizer professional quality is not high, the content and pertinence is not strong, to form a single, incentive work does not reach the designated position and the lack of the necessary material base, and the causes have been analyzed and illustrated. Finally in view of the existing problems of teacher education reform to promote teachers’ professional development of the typical cases of successful experience, put forward to enhance cohesion of effective interaction running mode and ensuring orderly operation of the safeguard mechanism.