Practice-oriented Study Of Pre-service Teacher Education Of British

Teacher Education in Britain originated in the17th century, after300years of development, formedtheir own unique culture and meaning. In the1980s, in order to promote economic development, the UnitedKingdom take the lead in reforming pre-service teacher education, carry out a "school-based" pre-serviceteacher education training mode, and expect this new model to change the drawbacks of theory divorcedfrom reality. Since that time, after20years of continuous exploration and improvement, the mode has maderemarkable achievements, and becoming the most significant feature of the pre-service teacher education inBritain, in improving the practical ability of the future teachers, this mode also to find mature methods.These researches provide a reference for the reform of China’s pre-service teacher education.About the methods of study, the dissertation mainly uses the method of literature, the method ofcomparison and the method of case etc. On the basis of adequate relevant materials adequately relevantmaterials, this article analyze British pre-service teacher education reform and its current situation at theaspect of practice, then generalize its main features and development models to gradually grasp the successof teacher education in British with practical, moreover, a case study was introduced to deepenunderstanding of their core values which based on practice. The research expected to be helpful forpre-service teacher education reform of China.This paper is divided into five parts in addition to the introduction and conclusion.The first part begins with the social and historical background of English to introduce the BritishGovernment’s top-down implementation of practice-oriented pre-service teacher education reform.The second part describes the theoretical basis of the pre-service teacher education in England: Situated Cognition and Learning Theory and Tacit Knowledge theory, and their impact on practice-orientedpre-service teacher education in England.The third part analyzes the status of pre-service teacher education in England, focus on four aspects ofpolicy support, training objectives, implementation mode and curriculum training models to praise how theBritish pre-service teacher education highlight the practice orientation in the teacher training process.The fourth part gives an example of the British government leaded pre-service teacher educationproject--BaT, the project study through questionnaires and case studies to demonstrate questions in initialteacher training of the British, this paper presents a part of their case and research.The fifth part consider from the two sides of the successful experience and disadvantages of Britishpre-service teacher education to comment on their pre-service teacher education on practical views, thensummed up the revelations for the corresponding reformation of China.