Research On The Practice-oriented Pre-service Teachers Training Paths In America

The researches on practice-based teacher education,core practices,high-leverage teaching practices,and clinical practice have gradually promoted the practical turn of teacher education in countries.As for America,the practice-oriented pre-service teachers training paths have thrived there,showing the feature of governance,resource integration,as well as flexibility and diversity.Through in-depth research on the paths of pre-service teacher education in America,this thesis would provide solutions for a series of problems existing in the process of teacher education in China,such as the unicity of program provider and the alienation of practice.This thesis combines Dewey,Sch?n and other educators' relevant research on practice to expound the theoretical basis that promotes the development of practice orientation,and uses Cochran-Smith's conceptual framework of practical knowledge to analyze the practical connotation,orientation and the institutional basis of different teacher education programs in America.Adopting multiple-case embedded design,this thesis takes three different kinds of practice-oriented pre-service teachers training paths as research objects,which are Professional Development School,Alternative Teacher Certification and Urban Teacher Residency.On the premise of clarifying the background and development status of various paths,it analyzes specific cases from the dimensions of selection criteria,training goals,curriculum settings and program providers,in order to extract the operating characteristics of each program.Combined with external comments,a comprehensive understanding of the programs is formed.Taking the connotation of practice into consideration,this thesis uses the method of factor analysis and comparative analysis to dissect the three cases,clarify the different features in terms of training objectives,supply subjects and training methods,summarize the different manifestations of practice-orientation in each program,and extract the supporting system of the practice-oriented training paths.It is found that practice-oriented teacher education has various operational ways.It crosses the barriers of the organization and forms a situation of multiple subjects participating in governance.During the process of teacher training,it shows the continuation of "knowledge for practice",the emphasis on "knowledge in practice",as well as different understandings of the connotation of practice.However,the lack of attention to the theorization and abstraction of practical knowledge has led to the incomplete implementation of the practical turn for teacher education,which reflects the space for the improvement of these programs in the future.Moreover,the coexistence of multiple paths in America has laid the foundation for the continued and sound development of various programs.The market-oriented governance structure has effectively maintained the development of American teacher education under the premise of government regulation,multiple participation and quality supervision.Considering the experience of the practice-orientated pre-service teacher training paths in American and the existing problems in teacher education in China,this thesis believes that in order to achieve the practical transformation of teacher education,it is necessary to deepen the understanding of the practical turn and promote the development of the teacher training paths,improve the curriculum system rationally to train teachers to be qualified for classroom teaching,realize the participation of multiple subjects in governance and construct a third space for teacher education,upgrade the teacher qualification certification system and strengthen the society's emphasis on teacher as an occupation.