The strength of an education system depends largely on the quality of teachers. The professional development of teachers is the requirement and inevitable trend of the development of modern education. Cultivating teachers with professional standards has become the core goal of teacher education reform around the world. A major goal of teacher professional development is often to become an excellent teacher and to promote students’ learning achievement.
In the renewed context of deepening curriculum reform in basic education, the construction of the teaching force is faced with new requirements and serious challenges, and the reform and development of teacher education is of greater strategic significance. Excellent and outstanding teachers are the core element of quality education services, the exemplary representatives of talents in education and the mainstay of innovation-driven development in education. Excellent teachers means those teachers who could comprehensively utilize creative thinking ability and creative practice ability to labor creatively, explore new suppose, make new products, and make great contributions in the development of the education domain, and can be confirmed by the experts in the same vocation.
In the new era, it is an important task for teachers college to vigorously cultivating high-quality teacher-training students, actively participate in in-service teacher training to provide outstanding teachers for basic education. In view of this, teacher educators must fundamentally explore the reform of teacher education and organically combine pre-service and post-service teacher education to improve the overall level of teacher education and enhance the comprehensive quality and professional abilities of teachers.
Chapter 1 introduces the rise of teacher professionalization movement and the reform policy of teacher education in the world. Chapter 2 studies the knowledge structure of physics teachers. Chapter 3 studies physics teachers’ pedagogical content knowledge ( PCK ) and gives suggestions for the development of physics teachers’ PCK. Chapter 4 and Chapter 5 respectively study the professional development of excellent physics teachers and outstanding physics teachers. Chapter 6 studies the cultivation of excellent pre-service physics teachers.
This book is the author’s research results of the Shandong Provinces’ Education Science Plan, the Teaching Reform Project of Taishan University, and the First-Class Curriculum of Taishan University.
In the process of research, we have browsed and cited a large number of references. Due to the author’s limited knowledge, there may be some omissions and mistakes in this book. Please do not hesitate to correct them.
