Study On Professional Development Of Health Education Teachers In Primary And Secondary School In America

In primary and secondary school,to carry out health education depends on the professional level of teachers, and they can better play their roles only if their degree of specialization is higher. The American health education teachers'professional development has made universally acknowledged achievements. This professional development has a certain reason, which is the focus to explore for this paper . In conclusion, the specialization of American health education teachers in primary and secondary school bases on the following three main aspects: the establishment of the health education teacher'standards, the systematic of the pre-service training for the health education teachers and the persistence of the teachers'in-service development. By means of the study on the specialization status of the American health education teachers, and combining with the corresponding situation in China, this paper summarizes some inspiration and solutions.This paper is divided into five major sections. Firstly, the background of professional development of American primary and secondary health education teachers is summarized, which includes the development history of the American teachers'specialization and the health education. In the ending of this part, the development state of American health education teachers in the recent three decades is introduced, for example, the health teachers has strong professional background and high academy degree, and there has been an important rise in the number over the previous three decades, which can be reflected from the table in this article.In the second part, this paper introduces the standards for health education teachers in primary and secondary school, and analyzes the idea which is contained in these standards. First of all, the establishment and organization of the standards are introduced. National Board for Professional Teaching Standards constituted a set of reference criterion for health education teachers, thus health education teachers and teacher training institutions could have the purpose of development and training. Then the details of the standards are discussed, which included three major aspects, totally eleven. The standards are student-centered, and each standard has introduced the corresponding operating standards to enable teachers or teacher groups to learn. In addition, the paper attempts to sum up the concept implied in the standard to understand comprehensively.In the third part of this paper, we discuss the pre-service training for the health education teacher. It has own specific training institutions and training model. The teachers have developed comprehensive training objectives for pre-service training in the universities. They are asked to have not only special knowledge structure but also a high practical ability, so as to lay the basis for teachers'professionalism, and it is helpful for teachers to have a smooth transition after onboard. Some important problems also are summed and discussed in the end of this part, which are mentioned in the pre-service training session.Part IV begins with the professional development of the in-service teacher. The national, state and local polices ensure the professional development of in-service teacher. The main objective of the teachers'in-service development is to maintain the advanced nature of knowledge. The training contents include two aspects: health topic and teaching method. Both states and school districts provide funding for teachers in-service training, and this paper provides relevant data, which shows the proportion of state and school district that provides funding or offeres training programs, and the health problem of American society is also reflected. Teacher in-service development has its own particular system and the form of training varies. The paper also analyzes the problem involved in the development.In the end, the paper sums up the professional status of health teachers in China's primary and secondary school and attempts to put forward a valuable response to China's primary and secondary health teachers with the experience of the U.S. I hope that the paper will have its value at last.