Study Of China's Teacher Education Model

With the internationalization of China's education system, increasing attention has been paid to the development of education for teachers. At present, China's education for teachers is faced with two new big problems, which can afford no negligence: first, along with the deepening of China's educational system and the development of China's elementary education, the demand on teaching staff has shifted from quantity to quality; second, with the reform and perfection of the employment system in schools and universities, the supply and distribution of such an important human resource as teaching staff is and must be subject to market mechanism. Therefore, an important task for China's teacher education is to examine the past experience and existing problems in the process of China's teacher education development, keep in line with the trend of the world teacher education, and carry out, actively but stably, the reform and development of China's teacher education model in accord to China's real situation.Educational model can be defined as a comparatively stable, systematic, typical teaching method developed, based on one school or more of educational theories, by an educational institution in its teaching practice. It is the summary of teaching practice as well as the embodiment of certain educational ideas; "it is a macro-controlled continuous entity consisting of educational goal, system and courses". Teacher education model, on the other hand, can be said to be the concrete cultivation method for teachers. In process, it consists of pre-job and on-the-job cultivation and training; in content, it comprises the syllabus of pre-job and on-the-job trainings; in time, it includes the time for pre-job and on-the-job theoretic study and field practice; in cultivation method, it is divided into two types: oriented and non-oriented, that is, the would-be teachers are either trained in special educational institutions for training teachers or educated in an ordinary higher educational institution but later trained and approved by special institutions. The aim of the study of the development of teacher education model is to discuss the goal, system and courses of teacher education, and explore the methods of how to unite all these different elements so as to achieve good interaction and coordinated development and help China's teacher education grow with time.Educational development is mainly shown in four aspects: growth in scale, rise in quality, optimization in structure, and increase in efficiency, with adaptability as its basic features, openness as its guarantee, and diversity as its inexhaustible dynamics. The development of teacher education must be in line with social development as well as educational development; it must adopt the sustainable development model, which stipulates innovation in syllabus, rise in educational level, and broadening of cultivation channels. China must learn from advanced foreign experiences, and in line with its own conditions, built a high-level, vigorous and open the system of teacher education as soon as possible.