Approach Of Teacher Educators’ Professional Development In The U.S

Today, teachers’ professional development has been widespread attention, but theteacher’s teacher, namely teacher educators’ professional development had beenneglected. It’s a disputed issues that what way they use to promote their ownprofessional development and what way can more effective to promote theirprofessional development. In the1980s, self-study began to rise, it is sponsored by thepart of the teacher educator in the United States, promotion and gradually become thewidely accepted a way of teacher educators’ professional development, then impact to theentire teacher educator groups, it’s offers the potential for the development of teachereducators and in the present is still not fully attach importance to the teachereducators’ professional development at home and abroad.Soon, it became one of thepopular way to promote the professional development of teacher educators in theUnited States since the1980s, It has made researchers’ concern generally focused onthis development way. Self study has its own characteristics and superiority comparedwith other ways to promote the professional development of teacher educators, suchas: there is a strong cooperative, Openness, practicality, technicality and efficiency,etc. American scholars have more in-depth study on the self-study of teachereducators, and America’s teacher educators have effective use of the self-study toachieve their own professional development. Visible, self-study has an important rolein the professional development of teacher educators.The full text of the total is divided into the following sections: First, in theintroduction describes the background and the significance of the topic question,including research purpose, meaning, method, etc. This is divided into belowlaunched the foreshadowing. Secondly, in the first part, Although teacher educatorshave become scholars to engage in research field, but the meaning is broad and it isdifficult to define. This part is for the definition and classification for the relatedconcept of teacher educators and self-study. then, simple combed the history of teachereducators’ self-study. Generally it is divided into three stages including germination,formation and development. And based on the above, discusses the purpose, content andmethods of self-study of America teacher educator, this part is the review of thetheoretical. The two part is a case analysis, under the guidance of theoreticalknowledge, in this paper, through the concrete case further analysis of the process toAmerican teacher educators’ self-study, this part is the review of the practical. Thispart combines the theory and practice, Allows the reader to self-study have a moreunderstanding of image. Finally, part three summarized the problems, importance andcharacteristics of America teacher educators’ self-study based on the above theory andpractice.