A Study On The Integration Of Pre-service And In-service Education For Lhasa Middle School English Teacher From The Perspective Of Teacher Professional Development

At present,integrating teacher education with teacher professional development is main trend of teacher education development.The concept of the Teacher Education has first appeared in the Decision on the Reform and Development of Basic Education in China.This also indicates that the country attaches great importance to the education development.Teacher education mainly includes pre-service cultivation and in-service training.From the perspective of the internal needs of teacher professional development,preservice cultivation and in-service training need to be integrated in teacher education institutions,training objectives and curriculum settings.The Preservice English teachers is the foundation of the development of in-service English teachers and the quality of pre-service cultivation affect their own growth and the development of school English education.In-service education is based on pre-service education through training,lectures,seminars and other training in teaching skills,teaching research,self-development and other aspects for in-service English teachers.Through review the relevant literature,it is found that there are many studies on the cultivation of pre-service English teachers in Lhasa and the research content basically focuses on the objectives and curriculum settings of pre-service cultivation.There are few studies on the integration of pre-service and in-service education for middle school English teacher in Lhasa.However,the integration of pre-service and in-service education is crucial to the quality of teaching in pre-service cultivation and inservice training for middle school English teacher in Lhasa.Pre-service English teachers in Tibet University（32 senior English major students）and in-service middle school English teacher（135 in-service English teachers）in Lhasa are selected as the research objects.Based on the perspective of teacher professional development,this paper investigates and analyzes the current situation of the integrated development of pre-service and in-service education for middle school English teacher by using literature and material method,questionnaire and interview method.The major findings are as follows:（1）Teacher education institutions are divided into sections: the pre-service education is mainly undertaken by universities and normal colleges,while inservice teachers are undertaken by education faculties and the other related education institutions.Therefore,the educational institutions have failed to reflect cooperation,openness or integration.The utilization of pre-service and in-service education resources is not very appropriate and the equipment of inservice education is far inferior to the teaching equipment of pre-service education.（2）There is no connection and coherence in the integrated cultivation and training objectives of pre-service and in-service education for middle school English teacher.The content of in-service training is repetitive and monotonous and it does not tackle the actual teaching needs of middle school English teacher in the in-service education.（3）The curriculum setting of middle school English teacher is unreasonable,especially the curriculum arrangement of pre-service teaching practice.Based on the discussion of the problems in the connection between the preservice cultivation and in-service training of middle school English teacher,a suitable flowchart is designed for the integration of pre-service and in-service education for middle school English teacher.It proposes the corresponding countermeasures and suggestions according to the flowchart:（1）From the perspective of the integration of teacher education institutions,the government,universities and middle schools are engaged in the integration of the pre-service and in-service education.The integration of pre-service and in-service education institution is conducive to the optimization of curriculum settings in universities,the full utilization of teaching resources and improve the training effect.（2）The government,universities and middle schools cooperate to formulate training programs and jointly cultivate pre-service English teachers and train in-service English teachers.It is necessary to accurately position the pre-service cultivation objectives and formulate targeted in-service training objectives.（3）An integrated curriculum system and a unified curriculum scheme is formed.In addition,the subject content of pre-service and in-service education have their own emphasis and it is necessary to highlight complementarity and cohesion.