A Comparison Study Of Contemporary U-S Collaboration Teacher Education Model In Britain And America

One of the problems in teacher education of our country is the division of theory and practice which results in the less adaptive initial teacher lacking the ability of practice which directly affects the quality of our teachers and the overall level of education in our country. And the prominent feature with model of current teacher education in Britain and America (model of partner school in Britain and model of professional development school in the United States) is paying more attention to the important role of school in teacher education and pay more attention to train practice ability through the partnership between higher education institutes and schools. The purpose of it is to train the teachers to have strong teaching abilities and better adaptivity.This thesis makes a comparative study of the two university-school initial teacher training model between Britain and America analyses the general and specific characteristics of the two models summarizes experiences and brings forth some problems and tries to discuss developmental laws of university-school collaborative partnership. In this paper, compared with partner schools model in Britain and the professional development school model in the United States from different aspects which are theoretical foundation, the historical and social foundation, partnerships, quality assurance mechanisms, the basic characteristics of U-S teacher education model are summarized as the following: concerning about their own interests and common goals; mutual trusting and respecting; establishing the core concept; government support and a sense of responsibility, etc.