A Comparative Study On English Teacher Education Curriculum Between China And Finland

On the 18th National Party Congress,the construction of teacher staff has been regarded as the most important basic project,and professional teacher staff has been strived to be built.That teachers become researchers is an important trend in teacher professional development(宁虹&刘秀江,2000).In addition,Finland is famous worldwide for its education,and its educational achievements are based on its research-based teacher education(Valijarvi&陆璟,2009).Many scholars believed that teacher professional development and teachers’ personal need both require teachers to be researchers(王长纯,2001;叶澜,2001).Besides,the teacher education curriculum is the key that promotes the teacher’s professional development(《教师教育课程标准》专家组,2008),and it also serves as the supports for realizing the educational goals(田学红,2009).Therefore,this paper believes that the study of Finnish teacher education curriculum has certain influence on the professional development of teachers.Domestic and foreign scholars have conducted extensive researches on teacher education and teacher education curriculum in China and Finland.Some studies mainly research on teacher education curriculum in a broad sense that refers to three types of curriculum offered by universities:general curriculum,discipline curriculum and educational curriculum.The problem of these studies is the broad research object.And some other studies are comparative studies between China and western countries.The theoretical frameworks of these studies are often used so that new problems and new solutions can’t be found out and put forward.Therefore,based on the previous researches,this paper will compare the English teacher education curriculum between China and Finland,and find out the differences and similarities of English teacher education curriculum.In addition,this paper will use the Process Model of curriculum proposed by Stenhouse and the conception of knowledge and teacher as the theoretical framework to further analyze and discuss the two countries’ differences and similarities,find out problems and deficiencies in China and Finland.So,there are three research questions in this comparative study:(1)How is the teacher education curriculum structured and organized for the English language teacher education in China?(2)How is the teacher education curriculum structured and organized for the English language teacher education in Finland?(3)What kinds of similarities and differences can be summarized from the comparative study on English teacher education curriculum between China and Finland?Through the comparative study,this paper finds that the English teacher education curriculum in China has not been focused enough,and it can’t reflect the concepts of the Process Model of curriculum.And English teacher education curriculum in Finland has been put more emphasis,and it can better reflect the ideas of the Process Model.And there are many advantages that can be adopted for constructing English teacher education curriculum.