Construction And Development Of The School Of Teacher Education, China And The United States Comparative Study

With the continuous development of society, science and technology become the first producing force in promoting the development of the society and economy; thereby knowledge and talented persons play more and more important roles. Education is the base for cultivating talented persons, and teacher is the center of educational activity, so the study of teacher education becomes the common focus of contemporary educational scholars around the world. How to reform and perfect the existing system of teacher education to provide eligible and high-class teachers for basic education is the urgent problem for us to solve at present. From 1960s,the teacher professionalization wave greatly promotes the establishment of new beliefs and systems of teacher education in many countries. Teacher education college also came into being and developed gradually upon this background. It is the Inevitable Result of the reform and development of teacher education. Building teacher education college in universities conforms to the developing trend of teacher professionalization, and realizes Resource share in universities as well. Compared with normal universities, this approach has more advantages.In terms of the developing history of teacher education, there is a common trend in the development of every country's teacher education, i.e. from the close to the open, from low-level to high-level, from university-centered to college-centered. Developed countries represented by the United States have accomplished the transformation of teacher education long before, abolished normal universities on the whole, and formed characteristic patterns of developing teacher education. Recently, with the deepening of the reform of Chinese educational system, many normal universities wake up to the necessity and urgency of the reform of teacher education pattern, and are actively exploring their own way to develop teacher education. Whereas, the participation of universities in teacher education is still in the initial stage. A lot of questions need to be discussed and to be groped in practice. To do this requires us to learn lessons and gain experience from the reforms of teacher education in developed countries under the background of the development of international society. Making a comprehensive view of the practice and exploration in the reform of teacher education pattern, many reformation notions and wise measures should be summed up and advanced, at the same time, some biases and blindness should arouse our alertness. We must find out the origin of the reform of teacher education to look for theoretical creativity and practical innovation. To seek for developing strategies and managing measures of teacher education colleges in the process of contrastive study of teacher education colleges in china and the United States, and in the combination of theoretical innovation and practical exploration.This paper takes the United States for example, for the reform of teacher education took place earlier and developed comparatively fast in it, and employs some cases and materials to make a comprehensive and deep comparison and study of the construction and development of teacher education college in China and the United States. Research methods, such as documentation method, method of comparative analysis and historical method, are applied in the detailed analysis and comparison of teacher education college in China and the United States in aspects of the historical backgrounds, processes of development, and differences in these processes. It attempts to borrow useful inspiration from the construction and development of American teacher education college to promote the progress of Chinese teacher education college through reviewing the differences and similarities. Meanwhile, it expects to have referent effects on the current reform of teacher education in China.Besides the introduction and conclusion, the whole paper falls into four parts. The first part is to bring forward the question. It introduces some confused concepts that usually used in education area and the historical background of the appearance of teacher education college. There are three reasons for doing this, that is, firstly the influence of international professionalization, secondly the requirement of the reform of teacher education, thirdly the impact and challenge of open system of teacher education on normal universities. The second part is devoted to the overview of the development of teacher education college, which is discussed in two aspects. One aspect is the appearance and development of teacher Education college, mainly reviewing the developing process of American teacher education college. The other one is the advantages of the existing and development of teacher education college. The third part is the paper's main body and the focus of the paper as well. It mainly makes systemic comparison and analysis of Chinese and American teacher education colleges from four perspectives, i.e. social background, cultivating objective, curriculum and the teacher certification system. In the fourth part, it clears up and reflects on the existing problems in the development of current teacher education college. It explores corresponding measures for these problems on the basis of the above analysis. The originality of this research is taking the teacher education college as subject, which is still on the initial stage in China. It makes a systemic and deep study of the differences in the construction and development of teacher education colleges in China and in the United States. Through comparative analysis, it clears up the existing problems in the development of teacher education college. Seizing the opportunity, and meeting the challenge. To advance the process of the construction of Chinese teacher education college by absorbing useful inspirations from the experience of the development of American teacher education college.