Research On The Preparing Strategy For Rural Pre-Service Teachers In America

Compared with urban areas,the rural teaching troop in America exists prominent problem as quantity not sufficient,low quality and serious teacher turnover.In order to change the above status,American institutes of teacher education start from the supply side,focusing on rural cultural ecology,to cultivate high-quality and stable teachers for rural areas through cultural ecology strategy,practical development strategy and cooperative dialogue strategy to prepare pre-service teachers with cultural sensitivity and cultural response ability.In a new era,education modernization needs a troop of high quality,specialized and innovative teachers in our country.However,the quantity,quality and stability of rural teachers in China are facing similar problems of America.In order to seek breakthrough and reform path for preparing rural pre-service teachers in China from the practice in America,based on the domestic and foreign journal literature,government and organization reports,the data collected from the school and organization website,the research is carried out from the following five parts.The first part is background.This part analyzes the macro background of the rural pre-service teachers preparing in America,putting the rural area in the perspective of globalization and the unique rural culture,to understand the cultural values,public space of rural education and the diversity of rural students in the United States.What's more,it also helps to dissect the status quo of rural teachers and to explore the demand about the quality and ability to rural teachers for future rural education development.To sum up,the paper makes a comprehensive analysis about the background of the pre-service teachers preparing in the United States.The second part is cultivation strategy.Based on the interpretation of the core concepts of sociocultural theory,this paper analyzes and summarizes three teacher preparing strategies in the current rural teacher education programs carried out by teacher education institutes,which are cultural ecology strategy,practical development strategy and cooperative dialogue strategy.The third part is the implementation.This paper analyzes the implementation situation of cultural ecology strategy,practical development strategy and cooperative dialogue strategy from the perspectives of student source channel,curriculum setting,practical teaching,teaching methods and teacher educators.The fourth part is case study.In order to demonstrate the micro-operation of the pre-service preparing strategy for rural teachers in America,there is a case study of the distance-delivered teacher education program for rural culturally and linguistically diverse teacher candidates initiated by a state university in the Midwest.The fifth part is about characteristic summary.By expounding the content and specific implementation of rural pre-service teachers preparing strategy,four characteristics are summarized,which are demand-oriented rural teachers preparing;emphasis on the unique cultural ecology of rural areas;paying attention to cooperation and dialogue of multi parties;focusing the professional identity of rural pre-service teachers.The sixth part is inspiration and reference.The native soil and a world view is the focus of comparative education research.This study fixes on the problems existing in the cultivation of rural pre-service teachers in our country to put forward four inspirations.With contents as following:preparing rural pre-service teachers with respect to the rural demands for teachers;integrating rural culture and ecology into the cultivation of rural pre-service teachers;developing the endogenous development mode to prepare rural pre-service teachers;guiding pre-service teachers to set up professional values of rural teachers.