Comparative Research On University Initial Teacher’s Inductive Education In China And Britain

The dissertation is from the present situation’s perspective and bases on theempirical research on initial teachers’expectations and feelings of two countriesrespectively to analyze the characteristics of university initial teacher’s inductiveeducation in China and Britain. It tries to figure out the approaches to solve thepresent problems by using enlightenments from British successful experience. Thewhole dissertation is divided into four parts:The first chapter discusses the significance, purpose and methods of study andsummarizes the researches on this issue at home and abroad.The second chapter is the comparison of the two countries’ present situation.The research is to find out the differences and similarities between the two countriesthrough the inductive education evolution, the policy, goal, implementation pattern,organization，education content, teaching method and evaluation system. The studysuggests that the main similarities between China and Britain are following. The first,both countries are adapting the legalization and standardization of inductive education.The second, the universities are playing role as the inductive education implementingorganization. The third, teaching methods are diversification. The fourth, theeducation content is involving the basic theory of psychology and the methods ofeducation practice. In terms of differences, Chinese inductive education only setslearning objective focus on certain course without setting a comprehensive educationgoal, which makes the whole inductive education goal seems vague and indistinct. Bycontrast, Britain inductive education goal is more specific and more easy to proceed.The main implementation pattern in China is the centralized training anduniversity-based education is only as an auxiliary form without specific regulations tostandardize it. However, the university-based education is the mainly implementationform in Britain. There is no national unified training way, which makes the universityhaving more autonomy. In recent years, gradually, China is adapting diverseteaching methods. However, this reform seems like a formality one and there is no effective way to implement with taking characteristics of teacher education inconsideration. The whole inductive education emphases on theory too much andignoring teachers’ practical ability cultivation. Britain’s educational content, teachingmethod and time arrangement are more suitable for teacher education and adulteducation. When it comes to evaluation system, China’s evaluation system is mainlyinspecting the teachers’ short time memories of a large number of theoreticalknowledge instead of the measuring the actual ability. In comparison, Britain’sevaluation paid more attention to the actual ability acquirement and it investigates themastery of theory knowledge through coursework and dissertation.The third part is to analyze the expectations and feelings of initial teachers oinChina and Britain. It conducts interviews of seven university teachers (five initialteachers and two managers) in China and Britain respectively and trying to figure outthe effects and problems in inductive eduction of China. And the analysis turns outthat the evaluation of British teacher on inductive education is higher than Chinese.China’s initial teacher suggested that though the strict education pattern is good foracquirement of amount knowledge, the pattern is too monotonous and the educationcontent pays too much attention on theory study, which makes there is no effectiveand efficient way to solve the practice problem during their working. In terms ofBritish teachers, the records of interviews shows that they were satisfied with theteaching methods and content not only from the perspective of professionalknowledge needs but also the needs of practice.The forth part is the conclusion and enlightenments. It summarizes thecharacteristics of two countries’ inductive education and analyzes enlightenmentsfrom the successful experience of Britain on three levels (provincial training center,university and school or department). This dissertation suggests that the provincialcenter should add exclusive programs for initial teacher and extent the program timespan. At same times, it should take the characteristics of teacher education and adultsin consideration and diversify education method and evaluation approach. Besides,the content should be filtered to be more suitable for practice problem solving. Inaddition, the provincial center should decentralize and make the university play moreimportant and flexible role in education. The university should develop comprehensive inductive education system and improve the teacher center terms.School and department should take own advantages and pay more attention onmentoring to help initial teachers’ career development.