Research On Pre-service Teacher Education Oriented By Social Justice In America

America is an immigrant country with multi-ethnic and multi-cultural background.The cultural structure mismatch between students and teachers,minority students are marginalized,racial discrimination and other complex social injustices all highlight the key role of teachers in promoting the disadvantaged group students to obtain more equitable education results,spreading the concept of racial equality and promoting social justice.However,teachers lack of critical thinking on the reality of social injustice,teachers’ personal prejudice aggravates the injustice in primary and secondary schools,and the lack of social justice concepts,courses and practices in teacher education and training programs,etc.,all of which make American pre-service teacher education with the goal of cultivating qualified citizens rethink and position its responsibility and mission of pursuing social justice.This paper will focus on American social justice oriented pre-service teacher education,analyze the reasons why American pre-service teacher education pursues social justice by means of literature research.The experience of America in cultivating teachers to promote social equity provides reference for my country’s continuing education reform,and provides topics and directions for research in related fields.The article is mainly divided into four parts.Firstly,the author defines the concepts of teacher education,social justice,teaching for social justice and teacher education oriented towards social justice,combs the evolution of social justice orientation in American pre-service teacher education according to the literature,and analyzes the motivation of taking social justice as the value orientation of pre-service teacher education in the United States from the aspects of cultural diversity,racial discrimination,the reality that teachers are mainly white teachers and the formulation of educational policies.At the same time,based on the theories of multicultural education,inclusive education and critical pedagogy,the author sums up the standard form of pre-service teacher education oriented by social justice in America from two aspects:pre-service teacher education philosophy and pre-service teacher literacy.Secondly,it presents the current situation of pre-service teacher education practice in America,including offering various pre-service teacher education courses,such as multicultural courses,service learning practice projects and overseas internship courses;the comprehensive use of cultural response teaching,critical teaching,caring and sympathy teaching and art exploration in the pre-service teacher education classroom and how to evaluate teaching in the pursuit of social justice as the value orientation of teacher education in America.Thirdly,according to the literature,it lists the challenges faced by America in promoting social justice-oriented teacher education practices.Although America has carried out some effective practices in the promotion of socially fair teacher training,there are still problems such as low subjective initiative of pre-service teachers in pursuing justice,lack of teacher educators and impartial leadership in the education system.Finally,combined with the trend of literature research,this paper discusses the measures to better realize the training of future teachers who teach for social justice and promote the benign and sustainable development of teacher education oriented by social justice in America,including exerting the subjective initiative of teacher educators and building a community of inquiry;Promote the common governance reform of teacher education institutions and give teacher educators academic freedom;The government and social organizations should make efforts to promote the fair reform of teacher education.In addition,appropriately combining the reality of our country,discussing the enlightenment of American social justice-oriented teacher education to our country from the perspectives of justice concept,curriculum setting,de-administration of teacher education institutions,and access to teacher qualifications.