Study On Field Experience Assessment Of Student Teachers In Pennsylvania,U.S.A.

After years of continuous reforms in American teacher education,teachers have been shown to be a direct influencing factor in the students' performance.In order to improve the academic performance of the students,in the past 20 years,the United States has issued a large number of teacher education policies to promote the quality of teachers.As a future teacher group,student teachers have also received attention on the quality of the education they received.In the process of improving the quality of student teacher training,the practice has been valued,and the construction of the field experience evaluation system has become the key.In order to provide reference to China's field experience evaluation on student teachers,this thesis chooses the good practice of Pennsylvania as a representative of the student teacher's education field experience evaluation,and strives to carry out more in-depth research on the background and effective implementation of the student teacher's field experience evaluation system.The research consists of five parts.The first part is the introduction,this part briefly introduces the reasons for the topic selection,the related definitions,the research method and the literature review.The second part introduces the circumstances of the evaluation system of the student teacher's education field experience in Pennsylvania.The backgrounds of the educational field experience evaluation system mainly include: the orientation of American teacher education policy and the need to improve the quality of teacher education programs in Pennsylvania.The third part analyzes the evaluation criteria of the student teachers' field experience issued by the Pennsylvania Education Department.There are four stages of field experience,including observation,exploration,pre-student teaching and student teaching.The four stages are gradual and progressive.Each stage has its own evaluation criteria.This part focuses on the evaluation criteria of the student teaching stage.The fourth part selects two colleges as case study in Pennsylvania(Moravia College and York College),and analyzes the systematic evaluation of educational field experience from three aspects: evaluation body,evaluation process and method,and specific application practices of evaluation criteria of the Department of Education in colleges.The fifth part sums up the characteristics of the student teachers' field experience evaluation system in Pennsylvania,analyzes the current situation and problems of the student teachers' field experience evaluation system in China and discusses the enlightenment of the evaluation of the field experience of the Pennsylvania Normal University on China.The study finds that the characteristics of Pennsylvania Student teacher field experience Evaluation mainly include: integrated evaluation content,phased evaluation and timely feedback,integration of reflective thinking in field experience evaluation and effective use of the evaluation results of field experience,perfection of field experience evaluation system.Drawing on the experience of the student teacher field experience evaluation system of Pennsylvania,the evaluation of the field experience of student teacher in China can be improved from the following aspects: first,expand the content of evaluation of field experience;second,focus on staged evaluation and timely feedback,and third cultivate the reflective and creative thinking of student teacher;the fourth is to pay attention to the feedback and utilization of evaluation results,and the fifth is to improve the evaluation system of educational field experience.