A Study On The Collaboration Of Pre-service Teacher Education

For a long time,the outstanding problems of pre-service teacher education in China are the single training subject,the disconnection between theory and practice,and the poor ability of pre-service teachers to adapt to their posts.After entering the21 st century,on the basis of drawing lessons from the successful experience of foreign teacher education models,China has vigorously advocated the concept of teacher education collaboration in policy,conducted in-depth research on teacher education collaboration in theory,and actively explored various teacher education collaboration models in practice.Therefore,collaboration has become the core idea of teacher education reform and development in China.However,the current advocacy and research on collaboration are mostly on the should level,and lack of research on the actual level.Whether pre-service teacher education collaboration encounters difficulties in practice,and how to break through these difficulties to promote pre-service teacher education collaboration,these issues need further research.Focusing on the core issue of "how to promote the collaboration of pre-service teacher education in China",this study first discusses the theoretical basis for supporting the collaboration of pre-service teacher education.First,pre-service teacher education collaboration involves the interests of university teachers,primary and secondary school teachers,education administrators and other subjects,so the stakeholder theory is an important theoretical basis.Second,from the organizational level,pre-service teacher education collaboration involves universities,primary and secondary schools,government departments and other organizational bodies,so it needs the support of organizational behavior theory.Thirdly,pre-service teacher education collaboration involves the mutual transformation of theoretical knowledge and practical knowledge,so knowledge transformation theory is helpful to understand the transformation mechanism of the two types of knowledge.In order to grasp the overall situation of pre-service teacher education collaboration in China from a macro perspective,this study combs the development context of pre-service teacher education collaboration in China.According to the number of participants and the degree of connection,it can be divided into three stages: cooperation led by single subject,collaboration led by double subject,and collaboration led by multiple subject.The cooperation types corresponding to these three stages are cooperative cooperation,mutual benefit and symbiosis cooperation and organic integration cooperation.The corresponding typical models are the affiliated school,the "U-S" partnership and the "U-G-S" trinity.On this basis,this study takes primary and secondary school teachers in Z Province as the survey objects,and adopts the questionnaire survey method to study the current situation of pre-service teacher education collaboration.Exploratory factor analysis was used to verify the rationality of the dimensions of collaborative analysis of pre-service teacher education,and analysis of variance was used to study whether background variables of respondents affected the collaborative analysis of pre-service teacher education.On the basis of current situation analysis,this study comprehensively uses literature analysis and interview method to analyze the existing difficulties of pre-service teacher education collaboration from three aspects of strategic collaboration,organizational collaboration and knowledge collaboration.From the perspective of strategic collaboration,the imbalance of interests,lack of vision and cultural conflicts among the various subjects of pre-service teacher training are the main factors hindering the collaboration.From the perspective of organizational collaboration,organizational boundary,evaluation mechanism and system absence are not conducive to collaboration.From the perspective of knowledge collaboration,the characteristics of practical knowledge,the willingness and ability of the subject of knowledge transfer,and the context of knowledge transfer are the main factors that lead to difficulties in collaboration.Finally,this study puts forward policy suggestions to promote the collaboration of pre-service teacher education from three aspects: strategic collaboration,organizational collaboration and knowledge collaboration.From the strategic level,it is necessary to establish a common vision,promote cultural integration,and balance the interests of all parties.From the organizational level,strengthening cross-border interaction,improving communication mechanism and establishing rules and regulations are the urgent needs of pre-service teacher education collaboration.From the perspective of knowledge,highlighting the value of practical knowledge,realizing the effective transformation of knowledge and creating an atmosphere of trust are the key measures to realize the cooperation of pre-service teacher education.