A Study On The Model Of Urban Teacher Residency From The Perspective Of Community Of Practice

The reform of teacher education has always been the concern of all countries.Since the 21 st century,in order to solve the problem of insufficient teacher resources and weak teacher force in school districts,the United States has vigorously carried out the pre-service training model of teachers,which is a joint organization of universities,school districts,primary and secondary schools,and third-party non-governmental organizations to recruit college graduates who have the willingness to engage in teaching work for on-campus training.The residential location is the school district.During the one-year residential period,the resident students will participate in the master's program provided by the local university and receive the field guidance provided by the primary and secondary schools.At the end of the resident period,those who pass the assessment will obtain the corresponding master's degree and teacher qualification certificate.In addition,the residency program requires students to serve at least three years in a local school district after residency.The American urban teacher residency model solves the problem of insufficient of school teacher and weak teacher force in American school districts,so it is hailed as a new pre-service teacher training model in the 21 st century.At present,domestic and foreign studies on the urban teacher residency model in schools mainly focus on the overall situation of this model,and there are few in-depth description and analysis of the characteristics and value of this model.Based on the theory of community of practice put forward by American anthropologists Jean Lave and Etienne Wenger,this paper conducts a systematic study on the Urban Teacher Residency model.On the basis of summarizing the background and current situation of this model,the author dug out the concept of identity,reflection on practical education,mentoring system and cooperative learning of this model.Based on the theory of community of practice,an analytical framework of micro-level — identity,meso-level — practice and macro-level — cooperation is constructed,and the operational mechanism of the Newark Montclair Urban Teacher Residency model is studied.It is found that this model highlights the characteristics of strong practice community in the process of operation,at the same time,this model that with the characteristics of a practice community plays a certain role in promoting the professional development of teachers.This study proposes a practical community-based pre-service teacher training path.Based on the current situation of teacher pre-service training in China,the successful experience of American Urban Teacher Residency model provides valuable reference for China's pre-service teacher training——the return of Mentoring.