Partnership School-the Practical Modes And Implications Of The Pre-Service Teacher’s Education In The UK

The guiding ideology of the reform of teacher education is to strengthen the combinationof the theory and practice across the world. Educational practice is the bridge of the theoryand practice, the key link of leading the future teachers to enter the professional field and thecrucial factor of cultivating their abilities. Therefore, to probe and analysis the mode ofBritish educational practice “partnership school” has a referential significance for the reformand development of the educational practice in China, the improvement of the system of theteachers’ educational practice and the enhancement of the qualities of normal collegegraduates.Teacher cultivation in British is mainly completed by the university education institutewhose teaching practice is with unique characteristics, in addition to the arrangement ofprofessional and educational theory courses in the process of teacher training, practicecurriculum emphasizes on the cooperation of university and primary and secondary schoolsand realize smoothly the future teacher professional development in the learning process.This dissertation systematically analyzes the formation, the operation and characteristicof the pre-service teacher education practice mode “the partnership school” in order to explorethe model and strengthen the regulation and successful experience of the combination of theeducational theory and the practice and reveals the deep reasons of the factors of emphasizingon the practice experience. Based on the partnership school s, the teacher’s education trainingpractice highlights the interaction of the combination of the education professional theory andpractice, and pays more attention to the role of education practice in primary and middleschools, course arrangement emphasis on the cooperation of university and primary andsecondary schools for the integration of theory with practice.This paper consists of five parts. The introduction mainly discusses the problems, currentsituation and the innovations. Chapter one analyzes the deep causes of the forming of“partnership school” from the perspective of history, culture and the national prioritydevelopment strategy. Chapter two introduces the operation of the “partnership school” inthree areas: partner supervisor, time task and the quality monitor. Chapter three states the characteristics of education practice in British partnership school: the stability of thepartnership school; the explicit practical goal, the variety of the practical content and thediversification of the practical regulations and evaluation. Chapter four basically concludesthe shortage of Chinese teaching practice in China takes example by the British partnershipschool practice and enlightens the teacher training in China.