Research On The Strategies Of Teacher Leadership Preparation For Basic Education In America

Under the educational background of performance accountability,in order to reaction to multiple changes in students' academic performance,social-motional and behavioral needs,teacher leadership preparation and leadership redistribution have been considered as important choices for schools to cope with development problems.As modern teacher literacy,teacher leadership is a concentrated expression of work complexity.It requires teachers to break through the traditional single teaching area and to carry out related daily work such as interpersonal communication,teaching evaluation,school management,curriculum development and education research,so as to form comprehensive influences on students,peer teachers,principals or other educators.Thus,teachers are eager to comprehensively improve their leadership qualities to meet the high standards and strict requirements of the educational environment.At the same time,the schools hope to train and develop a group of modern teachers with leadership qualities to reconstruct campus culture and to improve student learning.After the consideration of the needs of schools and the development demands of teachers,all stakeholders represented by the government,universities,and social institutions make full use of stimulus measures such as policy-driven,financial support and smart investment to encourage the promotion of teacher leadership preparation.They form a leadership preparation orientation based on teacher preparation path,aiming to help teachers upgrade their leadership knowledge,ability and disposition system.Taking the improvement of teachers 'leadership literacy as a link,it actively plays a role in improving students' academic performance and constructing the efficient campus culture,which may ultimately achieve the goal of improving education quality.This study takes the Constructive Development theory as the theoretical basis and regards teacher leadership preparation as a process in which teachers actively construct a leadership system to respond to changes in the educational environment.In addition,four keywords are extracted from the basic connotations and propositions of the theory:environment,stage,knowledge integration and initiative.Based on the keywords above,this study analyzes the relationship between the Constructive Development theory and teacher leadership preparation.Thus,this study summarizes and extracts the main four strategies about teachers' learning environment,learning goals,learning content and learning methods took by various stakeholders in America.Since China's centralized education system is gradually moving towards decentralization and emphasizing sharing power among multiple subjects,it inherently consistent with multi-participation teacher leadership preparation in America.Besides,both countries are faced of the same difficulty of improving education by teachers' improvement.So,it is able to conclude some feasible experience to resolve the issues of the China's teacher preparation by research on the strategies of teacher leadership preparation for basic education in America.The main contents are as follows:Part ?,the origin and evolution of teacher leadership preparation.This part focuses on the background and evolution process of the teacher leadership preparation in America,which begins with clarifying the social,educational,and theoretical background of its origin,and then sort out its specific performances in various evolution periods.Part ?,the theoretical basis of the strategies of teacher leadership preparation.The Constructive Development theory is selected as the theoretical basis of this study.Firstly,the main propositions of the theory are summarized.Then,the keywords are extracted according to the propositions above.Finally,the connections between the theory and the teacher leadership preparation are concluded to introduce,describe and explain why the phenomena in this study existed.Part ?,the strategies of teacher leadership preparation.The implementation of the strategies of teacher leadership preparation are discussed in terms of teacher's learning environment,learning objectives,learning content and learning methods.Then,specific cases are selected to describe the implementation situation in detail,and to explain its selection basis and practical value.Part ?,the characteristics and evaluation of the strategies of teacher leadership preparation.The characteristics include:the emphasis on extensive collaboration of multiple subjects;the attention to the scientific norms of teacher preparation;the focus on the deep integration of leadership and teaching.The evaluation combines the effectiveness with problems of the teacher leadership preparation,for the purpose of dialectically figuring out its current situation.Part ?,the revelated suggestions for China's teacher preparation.Combing Chinese national conditions with American practical experience and putting forward the relevant enlightenments for teacher preparation:transforming the perception of leadership;strengthening multi-party cooperative dialogue;developing teacher leadership standards;integrating teaching skills with leadership.