Study On The Initial Education Course Of Secondary Teachers In UK

From the 20th century, more and more countries attach more importance to the development of education. In order to make education have more positive impacts, the quality of teachers needs to be raised. The initial education of teachers greatly effects the teaching quality of teachers, and even directly influence the quality of education.The teacher education of the United Kingdom has a long history, of which the quality of teachers is always in the front rank OECD countries, because it has strict initial teacher education, alongside a normative teacher education system and qualified teacher standard. Especially, the currently main course-PGCE course not only pays attention to the development of practice, and also has a flexible course design and a close partnership with primary and secondary schools, thus, it worth being studied and learned from.This paper begins with Introductory part. First, it introduces the reason and meaning of choosing this topic; then it illustrates the core concepts, ideas and methods of this study; lastly, it carries out the literature on orientation, design and implementation of initial teacher education from both domestic and foreign.The body is divided into five parts. The first part is about the origin and history of teacher education and the PGCE course in UK. Teacher education in UK started from the end of 17th century and the beginning of 18th century, which was for cultivating teachers of Christian church, and get preliminary development in 19th century, and the teacher education system was finally built after 20th century; the PGCE course began from 1980s, and gradually developed into the currently main way to train pre-service teachers in UK. The second part analyze the orientation of initial teacher education in UK from two aspects-professional development-oriented and practice-oriented. The professionalization orientation is represented in the design of aims and content of PGCE course, and the practice orientation is manifested in the design of course content and implementation of teaching practice. The third part takes the secondary PGCE English course in Institute of Education as an example, analyze the design of this course and its characteristics from its aims, contents, and evaluation methods. The forth part also take the secondary PGCE English course in Institute of Education as an example, analyze the implementation of this course and its characteristics from how each module is being carried out, and what are the responsibilities of the staff. The final part is the enlightenment gained from the initial teacher education in UK:firstly, higher education institutes or colleges of teacher education need to optimize the design of initial teacher education courses, in order to promote professionalization development; secondly, higher education institutes or colleges need to pay more attention on the teaching practice, and combine theory and practice closely; thirdly, higher education institutes or colleges need to build a steady partnership with primary and secondary schools, in which the staff can collaborate well.