The Study On Pre-service Teacher Education Practice Based On PDS

For cultivating excellent professional teachers,the United States had put the Fundamental Education's center inclined to the Pre-service Teacher Cultivate in the early 1980 s.From the perspective of collaborative innovation,this paper discusses the PDS model of collaborative innovation in pre-service teacher education in the United States,especially in the practice of pre-service teacher education.Thorough analysis and systematic study on STEP help acquire enlightenment and reflection from the aspects of problem solving and policy measures.In the end,combined with the existing problems and deficiencies of teacher development schools in China,some Suggestions are put forward to improve the collaborative innovation of teacher pre-service education practice,so as to provide reference for the collaborative innovation of teacher education in China.This essay involves the following four aspects.The first part discusses the rise and development of pre-service education practice of PDS in the United States,and comprehensively analyzes the motivation for promoting the reform and development of pre-service education practice of teachers in the United States from the perspective of cooperation between universities and primary schools and the teacher-education integration.The second part states PDS pre-service teacher education practice in the United States from the three aspects,the participation subjects,the practice goals and the practice content.The practice goals include the combination of the theory and the practice,teachers' improvement and teaching innovation.The practice content includes course teaching and educational practice.The third part analyzes the reform content of the pre-service education practice system of American primary and secondary school teachers,taking STEP teacher education practice project of Stanford university as an example,including organization and management,operation mechanism,implementation status and reform guarantee,etc.,in an attempt to obtain better enlightenment and reflection from the aspects of problem solving and policy measures.The fourth part analyzes the effectiveness and shortcomings of PDS pre-service education in the United States,and puts forward some suggestions on improving the collaborative innovation of teacher pre-service education practice in combination with the existing problems and deficiencies of teacher development schools in China,aimed at providing reference for the collaborative innovation of teacher education in China.