A Study On Australian Pre-Service Teacher’s Training Mode

With the progress of the times and the internationalization of education, teachereducation around the world is reforming. Teacher education has become the worldcommon concern issue. All countries are to strengthen the training of outstandingteachers, to promote teachers’ professional development. They not only improve theacademic level of teachers, but also pay more attention to pre-service teacher trainingmodel. In the teacher education reform trend, view our teacher training model, whilehaving some advantages, there are some problems. Thus, learning teacher trainingmodel from developed countries is necessary.Although the history of teacher education in Australia is only150years, theirlevel of development has been the concern of the world. Since the1990s, Australia hadcancelled the independent normal colleges; university’s education faculty isresponsible for primary and secondary teacher training. Therefore, the degree level ofprimary and secondary school teachers is in undergraduate or above. The trainingmodel in this paper refers to Australia’s comprehensive university pre-service teacherstraining of primary and secondary schools; how comprehensive university implementtraining methods for training primary and secondary school teachers to constructknowledge, ability and etc. This paper about the training model of teacher education inAustralia, mainly from the time division, reviews the pre-service teachers trainingmodel in different historical periods, and detailed introduce the University of Canberrapre-service teacher training model. Then, sum up their successful training experienceand lack of success of the pre-service teacher education model. Finally, the paperanalyzes Australia trends about overall pre-service teacher training model, combinedwith its successful experience make some proposals for China’s pre-service teachereducation reform. This paper gives some inspiration and practical suggestions for ournormal university pre-service teacher training reform.This paper is divided into five parts:Chapter1Introduction explains the origin of this research, describes the domesticand international pre-service teacher training model, the relevant definition of the concept and methods of this research. Chapter II describes the historical training modelabout pre-service teacher education in Australia. Respectively introduces the Britishcolonial period pre-service teacher education training model, pre-service teachereducation training model after the federal government establishment to50years andthe1950s to the1990s pre-service teacher training model. Chapter III presents theAustralian status about pre-service teacher training. Chapter IV describes theUniversity of Canberra’ pre-service teacher training model, and detailed introduceprofessional standards of teachers, curriculum, Professional Experience andpre-employment trainee. Chapter V summarizes the historical experience aboutAustralian pre-service teacher training model, combined with our pre-service teachertraining model status, give some useful suggestions．...