Professional Development School in the United States.docVIP

 PAGE \* MERGEFORMAT 21 Professional Development School in the United States [Abstract] professional development of school reform over the past 20 years the United States a product of teacher education. It is based on the quality of basic education in the United States is not high, university teacher education and a serious gap between primary and secondary schools, teachers, reflective practice can not form the background of established ability. From effectiveness, the United States to improve teacher professional development schools in the quality of education, promote professional growth of its members to improve the academic performance of students has played a positive role, but universities and schools did not establish true equality between the symbiotic relationship This situation will affect the prospects for the future professional development schools. [Keywords:] Teacher Education, the United States, professional development schools American Professional Development Schools (hereinafter referred to as PDS) from the establishment has been 20 years of history. It seeks in the Faculty of Education and a partnership between primary and secondary schools, to train future teachers and university professors, primary and secondary school teachers enhance the quality of service combine and transform the university teacher education and primary and secondary education, improve the quality of basic education, the United States. Since its inception, its philosophy and practice by many countries and followed the approval of the education sector, China is no exception. but have similar features and popular temporary entry of American experimental school and the school ended in failure in reality, we need to examine the effectiveness of their background and to the establishment of the PDS in China, development of reference. First, the background of professional development schools (A) the quality of primary and secondary school teachers in the