The Transition Of Teacher Education Practice Mode In Michigan State University(1952-1993)

The predecessor of Michigan State University(MSU)is Agricultural College of the State of Michigan,which was served as a model for land-grant universities later created under the Morrill Act of 1862.MSU launched the history of education as the first professional course of education in 1902,and it wasn't until 1952 that Michigan State University established an independent school of education and set up a systematic teacher education curriculum.From 1952 to 1993 Teacher education at Michigan State University had been enriched and improved,where various teacher education programs were carried out,student teachers' knowledge?teaching skills?teaching reflective competence and inclusive teaching attitude all were emphasized,and then MSU develop a systematic and scientific mode of teacher education practice,which cultivate comprehensive,reflective and inclusive teachers.The development of teacher education practice model in Michigan State University can be divided into four periods from 1952 to 1993.Firstly,the teacher education practice model of Michigan State University was initially established from 1952 to 1963,and MSU initially established an independent education institute,set up teacher education courses and carried out teacher education practice projects,all of which draw lessons from the educational practice model of American Teachers College,furthermore,MSU attached great importance to the accumulation of knowledge among normal students,and focus on training teachers with extensive knowledge.Secondly,the teacher education practice of MSU shifted from knowledge-based education practice to skill-based education practice,that is,it is the transition period of the teacher education practice model of MSU from 1964 to 1973.American educator Conant put forward that the practice teaching in teacher education is an “indisputable and necessary factor”.Simultaneously,American society called for teacher education core should shift from knowledge-based education practice to skill-based education practice.With the financial support of the Ford Foundation of the United States,MSU launched the Elementary Intern Program(EIP)and established EIP centers.At the same time,teachers' educational practice courses,practice instructors and practice evaluation have been improved,and the time of student teachers' intern were extended to 2 years,and then the internship time was adjusted to 1 year.Thirdly,the mode of teacher education practice in MSU was further enriched from 1974 to 1985,some points out teacher education problems could be solved by establishing The Institute of research on Teaching(IRT)where excellent pedagogical experts and teachers conducted research on teaching and student teacher studied and practice on teaching research,finally the teachers with teaching research ability were cultivated.The National Institute of Education(NIE)calls for teaching institutes in Colleges and universities throughout the United States.The Michigan State University Committee calls on scholars and experts from the educational community to participate in IRT,and then Professor Andrew and others responded positively to it and join the institute.The imitated learning of teaching practice enables interns to gain practical experience in teaching,but interns also lack of in-depth reflection on teaching,especially on various problems in classroom teaching and exploration of the origin of teaching problems,ultimately interns tended to become easily pure teaching technicians rather than real school educators.The goal of IRT in teacher education internship is to cultivate research-oriented teachers who have the ability of teaching reflection and criticism and can focus on the essence of teaching.Finally,it tended to perfect period of teacher education practice mode in MSU from 1986 to 1993.The Holmes Group published successively the report on Teacher Education reform,calling for improving the quality of teacher education and realizing the integration of teacher education theory and practice is an effective way to improve the quality of teacher education in 1980 s.Professor Laney,Dean of the College of Education of MSU focuses on adjusting the teaching knowledge,teaching skills and teaching research of student teachers,and hoped to cultivate teachers with broad knowledge,skilled teaching and teaching reflective ability,as well as awareness of promoting social education equity.Making a comprehensive survey on the development process of teacher education practice model from 1952 to 1993,the teacher education practice of MSU changed from only focusing on knowledge-based education practice to pay attention to interns' teaching skills and teaching reflection ability,and in 1993 laid stress on the cultivation of integrative talents of knowledge,teaching skill,reflective and inclusive teachers where practice objectives,practice courses,practice instructors and practice evaluation were improved.Drawing history as a lesson,the teaching practice model of MSU from a historical perspective in practice objectives,practice courses,practice instructors and practice evaluation,which all provide important experience for our construction and improvement of teacher education practice.