美国新教师入职指导的州际研究-比较教育学专业毕业论文.docxVIP

Abstract With the theories of the lifelong education and the teacher professional are proposed, teacher education should include prevocational education、entry training and job training. Whether the new teachers can smoothly transfer their role from students of teaching to qualified teacher of students during the starting phase, not only does it affect the consistency and tendency of their teaching career, but also it may influence their mode of career development, which will further decide what kind of teacher they are. This study selected the United States, because the United States is the country which is the first implement the new teacher induction. The United States is an education management decentralization country, each state have the right to decide the states education policy, so each state’s progress on the new teacher-guidance is different. The author of the article refer the reports of the U.S. Ministry of Education, the nations teaching and the U.S. Future Commission, Higher-education Commission, elect three representative, outstanding, worth-extending programs: the Kentucky new Teacher Mentoring Program features that the teacher educator is the direct participant; the Connecticut new teacher support and training program features the Portfolio, the Georgia new teacher mentoring programs features the Counseling teachers teaching system, The author unified these reports to carry on the thorough ponder to three states new teacher mentoring programs, dig out the lessons of success and failure. Thus the paper concludes the effective features of the America new teacher mentoring program, Combined with the present situation of new teacher in our country and at the end the paper put forward effective reference to our country’s new teacher education. The author hopes to learn from the valuable experience of the Unite States to improve Chinese new teacher induction. The first part is an introduction, in this section described the main issues, domesti