A Study On The Five-Year Integrated Model Of Teacher Education In America

The Five-Year Integrated Model of Teacher Education which developed in the mid-1980's in America, with its distinct characteristics, has become one of the important models in American teacher education research and practice.The distinguishing characteristic of this model is: it sets"extension of teacher education length"and"integration of teacher education"in one, which meet the requirements of teacher education reform in America. To some extent, it could be regarded as one of the ideal model in current and future teacher education exploration and development. At the beginning of the new century, China launches a reform of teacher education, in which model study is emphasized, so it is undoubtedly important to study this new model on the occasion.The main body of this dissertation consists of five chapters:The first chapter articulates the ascription of the five-year integrated model in the multidimensional models of teacher education in America. Before and after the 1980s is an important period not only for American social transition, but also for teacher education transition. From then on, the system of teacher education in America begin to transfer from closed to open, the space from university-based to the combination of university-based and school-based, the goal from competency-based to reflective, the structure from single to multiple.As one of the multiple structural models, five-year integrated model not only has its own structural characteristics, but also reflects the contemporary teacher education characteristics which emphasize open, cooperation and reflection.The second chapter traces the historical starting point of the five-year integrated model. From two-year"separated"model, to co-existed two-year and four-year"separated"model, to four-year"separated"model, finally to multiple models and the emergence of five-year"integrated"model, which surveys the development process of American teacher education from the perspective of structure.The third chapter investigates the reasons for the rise of the five-year integrated model and its implementation basis. The root reason is the social transition; the direct reason is the criticism to the old teacher education model which can't adapt to the new society. Implementation of the new model is based on two points: one is the rise of the movement of teacher professionalization, the other is the advancing of pedagogical content knowledge. Because both of them requested the extension of teacher education length and integration of teacher education, they form the basis of the new model.The fourth chapter analyzes the case of the five-year integrated model. Curry School of Education in the University of Virginia, is not only the first practitioner of the new model, but also is a typical successful paragon, so select it as the case. This chapter analyzes the rise of the program, basic belief, conceptual framework, curriculum, admission and graduation standards, faculty and the effectiveness of the implementation comprehensively and precisely in order to form an intuitive impression of the new model.The fifth chapter summarizes the characteristics of the five-year integrated model, and then elucidates the enlightenment considering the present reform condition of teacher education model in our country.