A Research Of Policy And Practice On British Beginning Teacher Inductive Education

With the influence of life-long education and the development of the teacher specialization,the entire world tries to build the integration of teacher education. And the complete teachereducation system is composed of pre-service training, inductive training and in-service training.The induction period is the key phase of the integration of teacher education. In the inductiveperiod, whether the new teacher can smoothly transfer their role from students to qualifiedteacher, not only does it affect the consistency and the tendency of their teaching career, but alsoit may influence their teacher professional mode, and then decide what kind of teacher they are.Emphasis on the inductive education has become an important feature of the UK, and has alsobecome one of its development experiences.The UK government was concerned about the professional and unity of teachers’professional development, emphasis on the convergence and the transition between thepre-service and in-service education. After the1990s, the UK continued to strengthen theinductive education and established mentoring program to the beginning teachers. In1998, theUK government launched―career entry profile‖system for the beginning teacher. In1999, theUK government began to carry out statutory Induction for the beginning teacher. In2007, theUK government began to implement the newly revised―British teacher professional standardsframework‖. The document was constructed the integration of teachers’ professional standardsframework, which made the teacher training and teachers’ level become a truly continuousprocess. After the evolution of more than three centuries, the inductive education, from scratch, ablend of pre-service education to independent of the three stages, so far, the UK has becomemore systematic and diverse teacher education system. The thesis has a total of six parts.Part one explains the reason, literature review, research methods and ideas, severalimportant conceptions. Part two has a comprehensive grasp to the induction policy according toseveral key events, for example, Tutor System, Trainee System, James Report, InductionArrangement for School Teachers Regulations1999and2008. Part three analyses the inductionpolicy thoroughly, including the induction standards for beginning teachers, the implementation,the quality assurance system, the assessment system etc. Part four according to an example, thatis the situation of Edinburgh city, we try to explain the implementation of the policy. Part fivesummarizes the main characteristic and questions, and gains some useful experience into ourinduction policy. Part six concludes the research contents and points the limitation of this thesis.