Research On The Collaborative Training Model Of Rural Teachers In America

Since the establishment of professional development schools in 1980s, teacher education researchers in America regard "collaboration"as core concept that is reflected in training American rural teachers. Collaborative training model can effectively enhance the teaching abilities of rural teachers and make them blend in the rural culture, so that rural teachers succeed to teach in rural schools, furthermore it can improves education quality. In order to offer useful experiences for rural teacher training in China, this paper analyzes the background and specific operating model of collaboratively training American rural teachers, concludes the advantages and shortages of collaborative training model, and explains the specific rural teacher training programs. This research adopts literature research method, comparative method and case study method, analyzes the intricate structure of collaborative training model and strives to reveal the complete picture of collaborative training model for America rural teachers.This paper divides into six parts. The first part illuminates the reason why chooses collaborative training model of America rural teachers as research object and its practical significance. After reviews the relative studies both at home and aboard, it introduces the thoughts and methods of this paper, and gives operational definition of core concepts. The second part analyzes the generative background of collaborative training model on the basis of presenting the general situation of America rural education. The third part combines the specific teacher training programs to construct the collaborative training model of America rural teachers from two aspects and four dimensions. The forth part prefers specific training programs for rural mathematics, English and special education teachers to provide concrete and useful experiences. The fifth part summarizes the effects, advantages and shortages of the collaborative training model. The sixth part puts forward operable suggestions to deal with the problems that exist in training rural teachers in China.