Research On The Pre-Service Training Of Norwegian Primary And Secondary School Teachers Since World War Ⅱ

With the further development of the knowledge society,the importance of teacher education has become increasingly prominent.Since World War Ⅱ,the pre-service training of Norwegian primary and secondary school teachers has gradually established the principle of integrating theory and practice.Based on this,it has established a training objective of both knowledge and ability,a perfect and consistent teacher education program,a multi-subject teacher education institution-primary and secondary school partnership,evaluation methods focusing on process and result.Therefore,Norway has cultivated many excellent primary and secondary school teachers with teaching theory and teaching practice.There are some shortcomings in the current pre-service training of primary and secondary school teachers in China.First,the training objective is empty and broad,and it lacks specific image of future teachers.Second,the teacher education plan attaches more importance to theory than to practice,and the teaching practice link lags behind the corresponding theoretical learning.Third,the level of cooperation between teacher education institutions and primary and secondary schools is low,and the participation of education research institutions is not high.Forth,the evaluation method is single,focusing on result and theory one-sidedly and ignoring process and practice.Based on the experience of Norway,it can provide reference for breaking through the dilemma of pre-service training of primary and secondary school teachers in our country.This research adopts literature method,history research method,case method and comparative method to study the pre-service training of Norwegian primary and secondary school teachers since World War Ⅱ.The first part sorts out the development process,based on the key nodes and stage characteristics of teacher education,and divides the development of pre-service training of primary and secondary school teachers into three stages.They are the separation of theory and practice:the initial stage of pre-service training of primary and secondary school teachers(1945-1970),weak integration of theory and practice:the advanced period of pre-service training of primary and secondary school teachers(1970-2000),strong integration of theory and practice:the promotion period of pre-service training of primary and secondary school teachers(2000 to now).The second part to the fifth part discusses the pre-service training of Norwegian primary and secondary school teachers at various stages from the aspects of training objectives,training framework,training practice and evaluation methods.The study selects the Norwegian University of Science and Technology and the University of Oslo as the research objects,and demonstrates the current practice overview of the pre-service training of primary and secondary school teachers in the above dimensions.Based on the above work,the sixth part elaborates four characteristics of the pre-service training of Norwegian primary and secondary school teachers:first,the training objective of future teachers is clear,and the learning framework is clear and three-dimensional;second,the teacher education programmes implement the principle of integration of theory and practice,and have a clear career orientation;third,the subjects of teacher education work together and have a clear intention of cooperation;the fourth is that the evaluation focuses on teaching and learning process as well as ability development,and the practical orientation is clear.Finally,starting from the current difficulties faced by the pre-service training of primary and secondary school teachers in our country as well as the Norwegian experience,the seventh part puts forward a scientific learning framework to explain both theoretical and practical training objective,establishes a career-oriented teacher education plan that parallels theoretical learning and school practice,develops a multi-subject collaborative partnership between teacher education institutions and primary and secondary schools,and tries to introduce professional evaluation methods that combine formative and summary methods.