Research On The Collaborative Preparation Programs Of Rural Teachers In Australia

Since 1970's, Australia has paid more and more attention to the preparation of rural teachers. The preparation of rural teachers is of great importance, as it has a great influence on the development of rural education and the realization of equitable education. To improve the preparation of rural teachers, Australia has taken a lot of measures,especially some collaborative preparation programs of rural teachers. By the implementation of collaborative preparation programs of rural teachers, Australia has made many achievements on different aspects. By analyzing the background, and the main research on collaborative subjects, content, methods and mechanism in specific programs, this paper has concluded the characteristics, achievements and shortcomings of the collaborative preparation programs of rural teachers in Australia. At last, it has put forward some suggestions to the preparation of rural teachers in China. In this paper,literature method, comparative method and case study method are being used. By deep study on the collaborative preparation programs of rural teachers in Australia, this paper has given some thoughts to the preparation of rural teachers in China.This paper is divided into the following six parts. The introduction part mainly talks about reasons and meanings of the topic, and has sorted out the relative research both in China and abroad. Then it has made operational definitions on some core concepts, and elaborated the research ideas and methods. The first part of the body is the background,which has analyzed the background of rural education and collaborative preparation programs of rural teachers in Australia. The second part is the key writing part, which has analyzed the collaborative preparation programs of rural teachers in Australia from four perspectives, namely, subjects, content, methods, route of the collaborative preparation.Besides, some programs are added in each perspective to make the topic deep analyzed. The third part makes a conclusion on the features of the programs. The fourth part is about the achievements and shortcomings of the programs. The achievement includes having improved the rural teaching belief and possibility of pre-service teachers, promoted the development of teacher education of normal colleges, and reinforced the teacher state in rural schools. The shortcomings are that the collaboration between universities and rural schools and communities should be more standardized, and the administration power on programs should be improved. The last part is the enlightenment of this paper, which includes enhancing the rural teaching belief, rural characteristic curricula study, and rural teaching practice of pre-service teachers, creating the cooperative preparation community of rural teachers, and improving the support of ICT teaching in rural schools.