A Study On The Professional Growth Of Beginner Teachers In American Elementary Schools

Teacher professionalization includes pre-service training,induction education and on-the-job training,which is a continuous and dynamic process throughout teachers’ career.The induction education is the key link of the initial teachers’ professionalization,and it has irreplaceable significance to promote the development of teachers’ professionalization.The United States implements a three-level educational management system of the federal,state and school districts.The induction education relies on the federal government,the state government and various educational institutions,forming a systematic and institutionalized induction training system.In order to ensure the standardized development of induction education,the three parties cooperate and coordinate with each other.They have made clear and detailed provisions in macro-aspects such as policy,finance,management,and micro-aspects such as instructors,implementation process and evaluation.The proposal of the Initial Teachers’ Initial Education Plan provides a guide for the initiation of Initial Education and ensures the standardized implementation of Initial Education.For a long time,teacher training in China has been divided into two main stages:pre-service training and post-service training,and induction education has been seriously neglected.With the popularization of the concept of lifelong education and the theory of teachers’ professional development,people gradually realize that induction education is an independent stage of teachers’ professional development.However,due to the lack of attention from relevant departments and the promulgation of special policies and regulations,the induction education of first-time teachers in China is still at the initial stage and has not formed a complete induction education system.For example,the regulations on induction education are only scattered in the relevant laws and regulations,which only require a period of training for new teachers,and lack of detailed provisions on training implementation,process,evaluation and so on.This study makes a longitudinal analysis of the development,implementation status and experience of induction education in the United States,and makes ahorizontal comparison between the implementation of state and state,as well as the development gap and reasons between the two countries,and then draws the corresponding enlightenment to provide useful reference for our country.This study is divided into six parts.The first part is the introduction,including the reasons for selecting the topic,the current research situation,the significance of the research,the definition of related concepts and so on.The second part combs the development process and influencing factors of American induction education.The third part mainly analyses the composition of American induction education,including its significance,content,model and evaluation.The fourth part,taking Connecticut and South Carolina as examples,examines the implementation and effect of induction education in the United States.The fifth part analyses and summarizes the implementation of induction education in the United States,and summarizes the useful experience in its development process.The sixth part analyses the current situation,problems and Enlightenment of American initial teacher induction education to China.