A Study On The Performance Evaluation Of Pre-service Teachers In America

The issue of education has been the focus of attention all over the world.It has become the consensus of all countries to improve the quality of education by improving the quality of teachers.In the past,the evaluation of the quality of pre-service teachers mainly focused on their knowledge and skills.Now,under the promotion of the results-oriented certification concept and policies,more emphasis has been placed on the teaching ability of pre-service teachers.However,teaching practice is full of complexity and uncertainty.How to effectively evaluate the teaching ability of pre-service teachers has become the focus of attention all over the world.In order to solve this problem,the United States has developed a Teacher Performance Assessment(edTPA)to examine the ability of pre-service teachers to solve practical problems in real teaching situations.In 2017,China also began to carry out classification certification for teachers’ majors,but it is still in the initial stage.How to improve the pre-service teacher evaluation system to truly reflect the quality of graduates and promote the improvement of graduates’ practical teaching ability,the urgent practical needs have prompted us to conduct a more in-depth study on the performance evaluation of pre-service teachers in the United States.The purpose of this article is to clarify the rise and development of performance evaluation of pre-service teachers in the United States,the operation mechanism of evaluation,the implementation results and problems,to sum up experience and enlightenment to our country,and to put forward relevant suggestions to optimize the evaluation of pre-service teachers in our country.This article mainly uses the literature law and the historical law,through the collection US federal government and the state government’s policy document analysis US implements the pre-service teacher performance appraisal the rise reason and the development vein;Secondly,the evaluation report of edTPA is collected to clarify the specific implementation procedures of performance evaluation of pre-service teachers in the United States.Finally,relevant research literature is collected,and through analyzing its implementation process and effect,the author tries to sum up experience and put forward suggestions on optimizing the pre-service teacher evaluation system in China.The study found that in the implementation process of the performance evaluation of former teachers in the United States,more and more attention is paid to the professionalism,authenticity and effectiveness of the evaluation.Judging from the implementation effect of the evaluation,the performance evaluation of pre-service teachers in the United States can provide feedback information for teacher education programs on the one hand,and promote the professional development of pre-service teachers on the other hand.In the process of implementation,there are problems such as ignoring teachers’ own creativity,paying too much attention to examination results,unreasonable selection of grading personnel,and excessively high evaluation costs.Therefore,in the process of perfecting teacher education project evaluation and pre-service teacher evaluation system in our country,we should pay attention to standardizing pre-service teacher evaluation standards,paying attention to the connection between pre-service and in-service integration of teachers,enhancing the application of performance evaluation in teaching practice situations and paying attention to the feedback function of evaluation results in teacher education projects.