The Research On The Home-grown Preparation Model Of Pre-service Teachers In America

The selection,recruitment and retention of teachers in low-performing schools,especially in rural area schools,has become a worldwide problem.In order to build a team of rural teachers--"have to go to,to retain,and to teach well”--the general office of the state council in June 2015 formally promulgated “the Rural Teacher Support Plan(2015-2020)” to encourage and support the local governments and local normal universities to strengthen the home-grown preparation of rural teacher,based on the actual demand of local rural education.The home-grown preparation emphasizes the whole process of local origin,locally preparing and local employment.However,the home-grown preparation model at our some normal universities also has some problems,such as single source of teacher candidates,unsteady faculty,low professional affection and inadequate curriculum,etc..All of these influence the effect of the home-grown preparation.The home-grown preparation of American pre-service teachers began in the 1980 s,mainly based on the Grow Your Own Teacher programs,recruiting the middle and high school students,college graduates,community members and tutors.They will be prepared in a local college,university or teachers education institution,and then return to the place they stay and teach a certain fixed a number of years in a K-12 school.Until now,there are a large number of programs,the model style is various,and the practical effect is obvious.We should study it much and look forward to getting a large extent direction and reference for the home-grown preparation in our country.In this paper,there are six parts.In the introduction part,the author describes the origin of this research,defines the related concepts,analyzes the current status of related research at home and abroad,and discusses the purpose,content,theoretical basis,methods,and steps of this research.This study mainly adopts the comparative method,the literature method and the case method,based on the theory of Education Fairness,the theory of “Gemeinschaft” and the theory of Culturally Responsive Teaching,to interpret and analyze the evolution process,major types,implementation paradigms and the universality of American pre-service teacher home-grown preparation model,and then to put forward some suggestions for improving the home-grown preparation practice in our country.The body consists of five parts:The first part: Grasp the evolution process of pre-service teacher's home-grown preparation model in stages.Mainly based on the concern of US federal policy and the radiation scope of related programs,the historical development process of the pre-service teacher home-grown preparation model in the United States is divided into three stages: the embryonic stage of fragmented programs,the formation stage of model take shapes and the development stage of multiple models co-exist.And then there is an overall grasp of the evolution of pre-service teachers' home-grown preparation model in the U.S.The second part: Interpret the main models of American pre-service teacher home-grown preparation in many aspects.This part interprets and analyzes the three main pre-service teacher home-grown preparation models of the collaborative model,the alternative model and the residency model mainly through comparing the cultivation object,the elements of model and characteristics.The third part: Explore the practice situations of the pre-service teacher's home-grown preparation model in the form of case.Three typical Grow Your Own Teacher programs--the Teacher Cadets in South Carolina,Grow Your Own Illinois and Special Education Resident Teacher Program in North Dakota--were selected.Through the analysis of every program's preparing objectives,curriculum setting,training process,security system and implementation effects,the three pre-service teacher home-grown preparation models of the collaborative model,the alternative model and the residency model on how to design and operate were explored.The fourth part: Analyze in depth the universality of American pre-service teachers' home-grown preparation model.Firstly,through the comparative analysis of the respective characteristics of the three major models,the universal characteristics of the pre-service teacher's home-grown preparation model are summarized;secondly,based on the defacto basis and theoretical basis of the model formation,the rationality of thepre-service teacher's home-grown preparation model is illustrated;finally,the reference of the American pre-service teacher's home-grown preparation model is analyzed.The fifth part: Reflection and Reference.This part mainly includes two aspects.Firstly,to rethink the practice of the home-grown preparation of pre-service teachers in our country;and then,to actively learn the experience of the American pre-service teacher's home-grown preparation model and to put forward some suggestions to improve the practice of the pre-service teacher home-grown preparation in our country:to expand the target group and actively recruit local non-normal graduates interested in teaching;to attach importance to local preparing and play the principal role of local normal universities;to strengthen partner cooperation and strive to promote the close integration of theoretical study and teaching practice;to improve the security system and set up special funds supported by the three-level government;and to optimize the teaching staffs and build a professional teacher team that is qualified for different subject teaching.