The United States Adhere To The "Ability - Based" Teacher 's Pre - Service Education Research

Basic education(kindergarten is not included) has a fundamental significance for the development of a country, the quality of its education depends on the quality of the teachers’pre-service education. For one of the world’s most developed countries, America’s basic education is the key point, and the success of basic education is of fundamental significance for it’s development. The quality of basic education in the United States is closely related to the quality of its teachers, and pre-service education of teacher is the foundation of teacher quality. American basic teacher education reform implemented continuous professional development, The Teacher Certification System specifications enhance the professional status of teachers, highlighting competency-based teacher professional characteristics, adhere to the "competency-based teacher education (Competency-Based Teacher Education, referred CBTE)".In the development of basic education, the teacher quality issues are always a focus of attention, how to cultivate a high-quality teachers in the field of basic education becomes a key determinant of Education in China. Teacher as a professional, whose professional competency is a core element of its value realization, training teachers with high professional competence is a major task for pre-service teacher education, In this paper, I look Madison School of Education University of Wisconsin as a case, through literature and literature analysis, case interview, in-depth study of the Institute competency-based basic school teachers in grades pre-training practices, that we improve the quality of pre-service teacher education to provide reference ideas. This article consists of the following components.Introductory part of it is for the topic, meaning, relevant research literature, research methods, ideas, and issues such as the core concepts are described; second chapter explains the background of "competency-based teacher education (CBTE); the third chapter I describes the specific implementation of the United States from the enrollment system of teacher education, curriculum and Wisconsin Teacher Certification System in these areas by means of introducing University of Wisconsin-Madison School of Education; The fourth chapter is about the American Teacher Education Reform and summarizing it’s reform trend. The fifth chapter analyzes the status of basic teacher education in our country, by analyzing the materials above, in order to give some advice for our teacher education.