Researches on China Teachers’ Training Problems and Strategies Based on Situated Learning Theory

Abstract

As the concept of situated learning has been disseminated to pedagogy area, traditional teacher training continuously conflicts with the essence and realization of teacher’s situated learning. In China, there are many “decontextualized” phenomenon in teacher’s training, which is mainly manifested in training goals, procedure, approach, and Evaluation. The situational learning theory can make up for the shortcomings, because the theory holds that it is no real sense in divorcing from teacher’s life-world, and only through their interaction with the situation in teacher’s training process, the teacher’s teaching ability can be improved.