Preface
Contents
About the Author
1 Pre-service Teacher Education Policy Development in the United States
1.1 The Background
1.1.1 The Prominence of Teachers in the Development of High-Quality Education
1.1.2 The Training and Selection of Teachers in the United States
1.2 The Historical Stages of the Change of the Pre-service Teacher Training Policy in the United States
1.2.1 The Early Stage (Before the Nineteenth Century)
1.2.2 Normal School Period (Early Nineteenth Century-1890s)
1.2.3 Teachers College Period (1890–1950s)
1.2.4 The Period of School of Education in Comprehensive Universities
1.3 Problems of Pre-service Teacher Training in the United States
1.3.1 Hard to Implement the Evaluation Standards and Qualification Certification System
1.3.2 Defects in Various Evaluation Criteria
1.3.3 Unsatisfactory Results of Professional Development Training
1.4 Countermeasures and Suggestions for the Pre-service Training of American Teachers
1.4.1 Optimize the “Dual Professional” Teacher Career Development System
1.4.2 Provide New Teachers with Practical Opportunities in the Enterprise
References
2 Pre-service Teacher Education Policy Development in the UK
2.1 The Background
2.1.1 Before the 1990s, Britain Had a Very Loose System of Pre-service Teacher Training
2.1.2 Since 1984, the Teachers only Can Be Qualified with the Standard Training
2.1.3 At the Beginning of the Twenty-First Century, a Major Reform Was Carried out on the Training of Pre-service Teachers
2.1.4 British Teacher Pre-service Education Policy in the Early Postwar Period
2.2 Case Analysis of British Teachers’ Pre-service Training
2.2.1 At Present, the Primary and Secondary School-Oriented Training Model Is Focused by the Government and Trainees
2.2.2 Since the Late 1980s, Britain Has Integrated the Teacher Education and School Reform Successfully
2.2.3 Cambridge University’s B.Ed Course for Primary School Teachers
2.3 Summary
2.3.1 The Three Stages of Teacher Training, Pre-service, Entry, and In-service, Are Closely Related
2.3.2 In Order to Strengthen the School-Based Training Mode, British Pre-service Teacher Training Institutions Have Established Relatively Stable Primary and Secondary School Practice Bases
References
3 Pre-service Teacher Education Development in Japan
3.1 The Background
3.1.1 In the Middle of Meiji Period, Japan Entered the Stage of Nationalistic Education System
3.1.2 The Training Mode of Pre-service Teachers in Japan in the Early Postwar Period
3.2 The Historical Stages of Cultivation Policy Change
3.2.1 The Establishment of Japan’s Pre-service Teacher Training Model After World War II
3.2.2 The Establishment of the Department of Education of the Old Imperial University
3.2.3 The Development of Japan’s Pre-service Teacher Training Model After World War II
3.2.4 Improvement of Pre-service Training Model of Japanese Teachers After World War II
3.3 Case Analysis of Cultivation
3.3.1 In 2010, Okayama University Established the Teacher Education Development Center
3.3.2 Okayama University Intervenes in the Pre-service Teacher Education in the Form of Standard and Formulates the Core Curriculum of Teacher Career
3.4 Problems and Countermeasures
3.4.1 Japan’s Pre-service Training System for Kindergarten Teachers
3.4.2 Characteristics of Pre-service Training and Selection System of Japanese Kindergarten Teachers
3.4.3 Reform the Content and Mode of Pre-service Education for Teachers
3.5 Summary
References
4 Pre-service Teacher Education Development in Canada
4.1 The Background
4.1.1 In Canada, There is No Unified Federal Department to Enact Laws
4.1.2 Teachers Are the Key Factors in the Development of Education and the Improvement of Education Quality
4.2 The Historical Stages of the Change of Canada’s Pre-service Teacher Training Policy
4.2.1 The Earliest Formal Teacher Training in Canada Began with the Establishment of “Normal Schools”
4.2.2 In the Early 1970s, Basic Education Began to Change for the Second Time
4.2.3 The Transformation of Teachers’ Pre-service Training Period (at the Beginning of the Twentieth Century to the Mid Twentieth Century)
4.3 A Case Study of Pre-service Teacher Training in Canada
4.3.1 Learners of Different Ages in Different Times Have Different Life and Psychological Conditions
4.3.2 The Professional Development of Teachers in Canada Enriches the Diversity of Internship Content
4.4 Problems of Pre-service Teacher Training in Canada
4.4.1 Problems in the Development of Pre-service Training of Teachers in Vocational Schools
4.4.2 Two Prominent Problems in the Current Curriculum Modules of Teacher Training
4.5 Countermeasures and Suggestions for the Pre-service Training of Canadian Teachers
4.5.1 The Goal of the Admission Guidance Plan
4.5.2 Teacher Orientation Programs Should Focus on New Teachers’ Performance in the Classroom
References
5 Pre-service Teacher Education Policy Development in Singapore
5.1 The Background
5.1.1 Teacher Education Has Its Unique and Important Value in Education
5.1.2 The Increasing Quantity and Quality of Teachers in Singapore
5.2 The Historical Stages of the Change of Pre-service Teacher Training Policy in Singapore
5.2.1 High Level of Teachers Promoted the Singapore’s Advanced Basic Education
5.2.2 Quality Assurance of Pre-service Teacher Training in Singapore
5.3 Case Analysis of Pre-service Teacher Training in Singapore
5.3.1 The Competition for Talents is Pivotal for the International Competition in Information Age
5.3.2 Curriculum Setting Guided by V3SK Values
5.3.3 Multiple Evaluation Oriented at Promoting the Development of “Trainee Teachers”
5.4 Problems of Pre-service Teacher Training in Singapore
5.4.1 High Standards for Teachers’ Qualification Leads the Shortage of Teachers
5.4.2 Serious Unification of Pre-service Training for Teachers
5.4.3 Training and Research Are not Closely Combined
5.5 Countermeasures and Suggestions for Pre-service Training of Teachers in Singapore
5.5.1 Normal University Students Have Both the Theoretical Knowledge and the Practical Ability
5.5.2 Practice Courses Are Embedded in the Full-Time Teacher Education Model
5.5.3 Constructing a Reasonable Structure of Teachers for Normal University Students Education
5.6 Summary
References
6 Pre-service Teacher Education Policy Development in Australia
6.1 The Background
6.1.1 Reasons for the Pre-service Training of Australian Teachers
6.1.2 “Career Development” in Pre-service Teacher Education
6.1.3 Knowledge and Skills Developed by Teachers Before Service
6.1.4 Main Developmental Characteristics of Pre-service Teachers
6.1.5 Preparation of Pre-service Teachers for Post-service Work
6.2 The Historical Stages of the Change of Australia’s Pre-service Teacher Training Policy
6.2.1 General Overview
6.2.2 The Keating Administration
6.2.3 The Howard Government
6.3 Case Study on Pre-service Teacher Training in Australia—A Case Study of the University of Canberra
6.3.1 The Training Form of Pre-service Teachers in the University of Canberra
6.3.2 Professional Standards for Teachers
6.3.3 Professional Participation
6.4 Problems in the Pre-service Training of Teachers in Australia
6.4.1 Competence of Supervising Teachers Needs to Be Improved
6.4.2 The Insufficient Teacher Professional Development Activities Difficult to Meet the Actual Needs
6.5 Countermeasures and Suggestions for Australian Teachers’ Pre-service Training
6.5.1 The Motivation of the Reform of Rural Teachers’ Pre-service Training
6.5.2 Multiple Strategies for Rural Teachers’ Pre-service Training Reform
6.5.3 Pre-service Teacher Education Practice Experience in Australia
6.5.4 Accelerate the Construction of Education Practice Base
6.5.5 Enrich the Content of Educational Practice
References
7 Pre-service Teacher Education Policy Development in Russia
7.1 The Background
7.1.1 Political Changes in Russia After the Collapse of the Soviet Union
7.1.2 Changes in the Russian Economy After the Collapse of the Soviet Union
7.1.3 The Development of Teacher Training in Russia After the Collapse of the Soviet Union
7.2 The Historical Stages of the Change of Pre-service Teacher Training Policy in Russia
7.2.1 Teacher Education Policy in Tsarist Russia (Eighteenth Century to October Revolution)
7.2.2 Teacher Education Policy During the Soviet Union (October Revolution to the Collapse of the Soviet Union)
7.2.3 Quality of Pre-service Training of Teacher Education
7.3 Case Analysis of Russian Teacher Training
7.3.1 Talent Training Objectives
7.3.2 The Direction of Talent Training
7.3.3 Setting of Course Structure
7.4 Problems in the Pre-service Training of Teachers in Russia
7.4.1 Fund Guarantee in Teacher Education
7.4.2 Positioning Problems of Normal Colleges
7.4.3 Unbalanced Development of Teacher Education
7.4.4 Quality Problems of Pre-service Training of Teacher Education
7.5 Countermeasures and Suggestions for Pre-service Training of Russian Teachers
7.5.1 Establish a Hierarchical Education Management Structure
7.5.2 Establish a Market-Oriented Democratic Management Mechanism for Education
7.5.3 Establish a Network of Diversified Vocational Training Institutions for Teachers, Mainly Normal Colleges
References
8 Pre-service Teacher Education Policy Development in China: Insights from the Publicly-Funded Normal Students Cultivation
8.1 Introduction
8.1.1 It Is Conducive to the Balance of Teachers Among Regions
8.1.2 Promoting Equal Educational Opportunities Between the Rich and the Poor
8.1.3 Unfairness of Non-affiliated Normal Colleges
8.2 The Historical Analysis of the Public-Funded Normal Student Policy
8.2.1 The Birth and Content Overview of the Public-Funded Normal Student Policy
8.2.2 The Issue of Educational Equity Aimed at the Policy of Publicly-Funded Normal Students
8.2.3 The Balance Problem Not only Restricts the Regional Development, but also Hinders the Realization of the Overall Educational Equity in the Country
8.3 Problems and Challenges
8.3.1 There Are Difficulties in Implementing the Transfer of Work, and the Employment Model Cannot Motivate Them to Teach in Rural Areas
8.3.2 The Employment Mode of Publicly-Funded Normal Students Is Not Conducive to Encouraging Graduates to Choose to Teach in Rural Schools
8.3.3 The Selection and Assessment Mechanism of Publicly-Funded Normal University Students Needs to Be Improved
8.3.4 There Is No Independent System of Assessment Mechanism
8.3.5 The Willingness of College Entrance Examination Candidates to Teach Affects the Application of Government-Funded Normal University Students and Reduces the Supplement of Teachers
8.4 Countermeasures and Suggestions in the Process of Promoting Educational Equity Through Public-Funded Normal University Student Policy
8.4.1 Improve the Selection and Assessment Mechanism for Publicly-Funded Normal Students
8.4.2 Improve the Implementation of Work and Follow-up Training
8.4.3 The Job Evaluation and Exit Mechanism of Publicly-Funded Normal College Students Is Not Perfect
8.5 Conclusion
References