Influence Of American Teacher Educators On The Evolution Of Teacher Education Accreditation Standards(1995-)

In the 21 st century,many new contradictions and problems have emerged in teacher education in all countries.The theme of teacher education has been changed from "training teachers for the 21 st century" to "how to train teachers in the 21 st century".The quality of teacher education has become a major concern of all countries topic.Teacher training needs to be done by teacher educators and the standard teacher education system to protect.The quality of teacher education depends on the improvement of accreditation standards.As a country with more advanced education and teacher education research.The United States has promoted the reform of teacher education by establishing strict accreditation standards and ensured the quality of teacher education.As the development of teacher education,the accreditation standards of teacher education constantly advancing with the times in the United States and affecting teachers to develop various aspects of Teacher education,especially the stakeholders of teacher education.Therefore,as one of the stakeholders of education and the main body of teacher training for future teachers--teacher educators.Their impact on the development of accreditation standards and the change of their teaching philosophy and teaching practice under the role of accreditation standards are worthy of discussion.This is the reason of this study.The evolution process of American teacher education accreditation standard has experienced three important periods: the NCATE monopoly accreditation from 1954 to 1997;the NCATE and TEAC joint accreditation from 1997-2013;2013-now the NCATE and TEAC have been merged into CAEP,which is accredited by CAEP.This article selects American teacher education accreditation standards from 1995 till now,and from the perspective of stakeholders,examines the evolution of American teacher education accreditation standards based on the complex relationship between teacher educators and evolution of accreditation standards.Then analyze the background,content and characteristics of accreditation standards in different periods.At last summarize the influence of teacher educators on the development of accreditation standards and the general rules existing in the process of standards setting and implementing.And it is hoped that it will provide useful reference for the forthcoming accreditation of teachers in our country.This is also the purpose of this study.This article is mainly divided into four parts.The first part is an introduction.This part mainly summarizes the reasons why the thesis is selected,the significance of the research,relevant concept definition,the review of the research in the domestic and abroad,the research ideas,difficulties and methods as well as the innovations of the research.The second,the third and the fourth part of the overall framework are generally the same,from the perspective of teacher education and elementary education reform to introduce the background of the United States promulgated the accreditation standards in three different periods,selects the NCATE1995 annual accreditation standards,NCATE2000 annual accreditation standards and TEAC2003 accreditation principles.The content of which is introduced its characteristics are analyzed.Finally,the responses of teacher educators to accreditation standards are mainly described,including the support and criticism of teacher educators on accreditation standards and the impact of accreditation standards.Teacher educators make changes in educational philosophy and teaching practice.By sorting out the background,content and characteristics of accreditation standards issued during different periods.On the basis of clarifying the complex relationship between teacher educator and certification standard evolution process.In the last part of the article,sums up the thinking about the evolution process of accreditation standards in the United States from the mid-1990 s to the present and summarize the article.