Practice And Enlightenment Of Bilingual Teacher Education In American Primary And Secondary Schools

Providing fair and high-quality bilingual education is an important direction for promoting the global reform of basic education.At present,bilingual teacher education in China is facing problems such as a shortage of bilingual teachers,inadequate integration of bilingual curriculum theory and practice,relatively single bilingual teaching methods,and incomplete standards and systems for the professional development of bilingual teachers.The cultivation effect of "practice oriented" bilingual teachers in the United States is significant.Exploring relevant measures for the education practice of bilingual teachers in primary and secondary schools in the United States is expected to provide certain reference and inspiration for the development and reform of bilingual teacher education in China.This study adopts historical research,cross-cultural comparative research,and literature research methods to investigate the historical evolution,practical measures,and characteristics of bilingual teacher education in primary and secondary schools in the United States,as well as the enlightenment that bilingual teacher education can provide for China.The development of bilingual teacher education in the United States primary and secondary schools is divided into three stages: the germination stage,the standardization stage,and the expansion stage.The current situation of bilingual teacher education practice in American primary and secondary is summarized and analyzed from five aspects: training objectives,curriculum design,implementation models,practice teaching,and quality evaluation.This study finds that the curriculum settings of American bilingual teacher education reflect the characteristics of modularization and integration,the implementation process is characterized by integration and openness,quality assurance has multiple levels,and teaching practices emphasize reflection and professionalism.Furthermore,this study analyzes the challenges and reform trends facing American bilingual teacher education,including the low diversification of bilingual teacher education,insufficient teaching guidance for bilingual teacher instruction,and the overly strict quantitative standards and accountability systems,which lead to low passage rates for bilingual teacher evaluations,heavy workloads,and rapid teacher turnover.Then,summarizes the experience and lessons of bilingual teacher education practice in primary and secondary schools in the United States.Based on the above research,combined with the problems existing in bilingual teacher education in China,the following enlightenment is obtained: firstly,it is necessary to enhance the concept of bilingual teacher education,which requires strengthening the role of bilingual teacher education in educational development,emphasizing the concept of educational equity and cultivating teacher cultural awareness,as well as enhancing teachers’ professional development ability to promote teacher practice reflection.Secondly,it is important to promote bilingual teacher education reform,which can be achieved through solving the problem of student admission,strengthening the construction of bilingual teacher teams,developing localized curriculum projects,improving bilingual teaching methods,enhancing teachers’ professional development ability,promoting teacher practice reflection,improving the bilingual teacher quality evaluation system,and emphasizing bilingual teacher professional certification.