A Case Study Of Inclusive Teacher Education In The United States

Inclusive education is an advanced education concept that accepts all students,opposes discrimination and exclusion,promotes joint participation,emphasizes collective cooperation,meets different needs,and promotes educational equity.It has been shared by all countries in the world.Since this idea was put forward,many countries have actively promoted it.However,due to the differences in the level of educational development among countries,the implementation of inclusive education varies.As one of the most educated countries in the world,the United States has made outstanding achievements in the practice of inclusive education and has accumulated and contributed its own experience to the world.The key to the implementation of inclusive education lies in the cultivation of inclusive teachers.In order to better promote the development of inclusive education,the United States has carried out.various reforms,among which the adherence to the concept of inclusive education has been the most influential in teacher education reform.In the process of fostering inclusive teachers,the United States has implemented a series of reforms in teacher education since the end of the last century and this century.It will infiltrate the concept of inclusive education into pre-service,in-service,and post-employment training for teachers.Throughout the entire process,the concept and quality of the inclusive education of teachers are strengthened and enhanced,which in turn enables teacher education to better serve the basic education in the United States,and ultimately achieve a more fair,equitable,inclusive and harmonious education in the United States.As the world's largest developing country,China's implementation of inclusive education is not only a positive measure for us to build a community of human destiny,but also the best example of showing our country's development of advanced education.Based on the theory of professional development of teachers,this study explores the education of inclusive education in the United States from the three dimensions of pre-service,entry,and post-employment.The research mainly used the literature analysis method and the case study method.In order to more truly understand the status of the cultivation of American inclusive teachers,the study selected the United States Wisconsin Public Education Department and the University of Wisconsin Madison,Massachusetts Department of Education for Primary and Secondary Education andBoston University for the analysis of examples,the practice of inclusive education for teachers in the United States The exploration was carried out to provide reference for the reform of inclusive education for teachers in China and the cultivation of high-quality and inclusive teachers,so as to better promote the development of inclusive education.This study mainly includes the following:The first part is the introduction.It mainly discusses the reasons for research and the research significance of inclusive education.It sorts out the current research status at home and abroad from different dimensions.Based on this,it establishes this research to take the growth path of teacher professional development as the basic research idea.In addition,the introduction also defines the relevant core concepts of this study.The second part is mainly based on the concept of inclusive education,combing and interpreting the relevant policies of the U.S.Department of Education and case states.In order to comprehensively promote the concept of inclusive education and its ability and quality,the United States has adopted a combination of macro-level bill guidance and micro-specific promotion:the Federal Ministry of Education has successively issued a number of educational bills and policies and actively implemented inclusive education to achieve A higher level of educational equity;the competent education authorities of the states,on the premise of federal regulations and implementation,formulate corresponding implementation plans based on their own conditions and take measures to provide specific guidance for the different stages of teacher education and to improve the quality of teachers in an all-round way.The third and fourth parts are mainly case studies.Taking the Wisconsin State Department of Public Education,the University of Wisconsin-Madison,the Massachusetts Department of Education for Primary and Secondary Education,and Boston University as research subjects,the discussion centered on teachers' pre-service training,qualifications for entry,and post-service development.Specifically,the pre-employment training phase mainly involves admission criteria,training objectives,professional development,curriculum setting,and teaching practice.At the stage of qualification,it mainly discusses the types of qualifications of various states,the content of certifications,and the content of certificate assessment and certificate update management.The related requirements;in the post-employment development stage,focusing on the two factors of on-the-job training and teacher evaluation,discussing how the state states infiltrated the concept of inclusive education into the post-service development of on-the-job teachers in order to improve the concept of inclusive education for teachers,quality and ability.The fifth part is the characteristics of education for inclusive teachers in the United States and its enlightenment to our country's teacher education.Based on individual case analysis,we summarize the common characteristics of inclusive education for all states in the United States,and finally combine the current status of pre-service training,entry qualifications and post-employment development of teacher education in China,and reflect on the current status of teacher education in promoting inclusive education.There are still deficiencies.These include:improving the institutional system for the promotion of inclusive education for teachers,encouraging colleges and universities to open courses and majors in inclusive education,carrying out on-the-job training to improve teachers' inclusive education capabilities,formulating teacher professional standards based on inclusive education concepts,and The concept of satisfied education improves the teacher qualification system and establishes a teacher evaluation system based on the concept of inclusive education.