Research On The Co-teaching Student Teaching Model In America

Under the background of the reform of the American clinical teacher education,in order to solve the dilemma of traditional student teaching,as well as to adapt to the practical needs for teacher preparation of schools in the new era,the Co-teaching student teaching model has made a great progress with the support of the U.S.Department of Education and the active exploration of universities and has achieved good results.Co-teaching stems from the inclusive education in special education and scientific teacher education.This model represents a fundamental revolution for the traditional student teaching in the past 100 years while improving the quality of student teaching to a large extent.In China,the student teaching of normal students has been highly valued by the government and teacher training institutions.Nevertheless,student teaching is still a weak part in teacher preparation in China which student teacher lack of quality learning support,so that it is difficult to train high-quality prospective teachers whom do well with complexity teaching situations.Given that China and the United States are faced with the same defects of traditional student teaching,accordingly,the research on the American Co-teaching student teaching model would provide useful enlightenment for resolving the issues of Chinese student teaching.This dissertation is divided into five parts.The main contents are as follows:Part Ⅰ,the origin and development of Co-teaching.This part is based on the perspective of historical development,which begin with illuminate the historical evolution process of the American student teaching model,and then sort out the background,formation and development process of Co-teaching.Part Ⅱ,the framework of Co-teaching.This part is an in-depth analysis of the Co-generative Dialogue and Co-planning,Co-instructing,Co-assessing which constructs the natures of Co-teaching together.Part Ⅲ,the implementation details of Co-teaching.Firstly,The implementation of Co-teaching was discussed in terms of teaching strategies,implementation procedures,and conditional guarantees.Then,micro and macro cases were selected to illustrate the specific implementation of Co-teaching.Finally,Co-teaching was evaluated by summarize its positive impacts and the problems it faces.Part Ⅳ,the characteristics of Co-teaching.It includes the equity and symbiosis partnership between student teacher and cooperating teacher;the continuous communication and reflection between student teacher and cooperating teacher is emphasized;the focus on the study of primary and secondary school students.Part Ⅴ,the revelation suggests for China’s student teaching.Combining Chinese national conditions and putting forward specific inspirations for student teaching:piloting the Co-teaching student teaching model while providing powerful institutional guarantees;eliminating the power difference between student teacher and cooperating teacher,and strengthening the mentor-partnership relationship;improving dialogue and reflection between student teacher and cooperating teacher,and creating a co-constructed and shared learning space;focusing on primary and secondary school students learning,exploring diversified,individualized teaching.