Research On The Coteaching Student Teaching Model In The United States

In the field of teacher education research,people from all over the world have never stopped exploring the student teaching model of pre-service teacher education and continued to innovate.As a key link in the pre-service teacher preparation,student teaching is related to the training quality of teachers and even the future development direction of international education,which is not only a bridge between educational theory and educational practice,but also an effective way to promote the professional development and professional growth of novice teachers.However,the traditional student teaching model has not changed substantially since the 1980 s,which makes the student teaching more and more formal and superficial,exposing a lot of problems.In order to change this realistic predicament and cultivate excellent primary and secondary school teachers to meet the requirements of the new century,reforming the student teaching model has gradually become an important agenda on the road of teacher education reform in the world.Therefore,driven by such a history and the dual challenges of the times,coupled with the support of the United States Department of Education and the practical exploration of colleges and universities,the Coteaching Student Teaching Model came into being,and achieved remarkable results,which can represent the development direction of pre-service teacher preparation and improve the training quality of pre-service teachers.In China,although the cultivation of practical ability of normal students is highly valued by all parties,student teaching is still the weak link of the whole teacher education work,and many criticisms exist.In view of this,studying the Coteaching Student Teaching Model in the U.S.and exploring the value of the significance,can bring beneficial enlightenment of improving the current situation of student teaching and the teaching ability of normal students in China.This article takes the Coteaching Student Teaching Model in the U.S.as the research object,firstly combs the research status at home and abroad by using the literature research method,defines the relevant core concepts,and preliminarilyexamines the origin and development of the Coteaching Student Teaching Model in the U.S.from four dimensions: historical impetus,era challenges,practical problems and theoretical support.In order to understand the basic situation of the Coteaching Student Teaching Model in the U.S.,this study sums up the three elements that constitute the Coteaching Student Teaching Model from a large number of literatures,that is,the dialogue produced by cooperation,respects each other’ s teaching ability,and shares the teaching responsibility.Then the article summarizes and analyses seven kinds of teaching strategies and nine main characteristics for implementing the Coteaching Student Teaching Model.Afterwards,using the case study method,this study selected the case of coteaching student teaching program of St.Cloud State University in the United States as a case study,and discusses its project proposal,project overview,project results and other aspects,in order to better understand the operation process of Coteaching Student Teaching Model in details.After the case analysis,the paper obtains the effectiveness of the Coteaching Student Teaching Model to teacher candidates,cooperating teachers and students,as well as the limitations of this model.Finally,through the method of comparative study,this paper compares the pre-service teacher student teaching model between China and the United States,and summarizes some enlightenment and suggestions to improve the present situation of the student teaching of normal students in China according to the Coteaching Student Teaching Model in the U.S.,such as strengthening the design of the internship process before the beginning of the student teaching program and providing policy protection;in the process of student teaching program,we should innovate the content and form of practice,create a culture of cooperation and communication;establish a reasonable and perfect evaluation system after the completion of student teaching program and so on.