Research On Policies On Inductive Education For Beginning Teachers In Australia In The 21st Century

In the 21st century, countries all around the world are actively exploring ways and methods to promote the development of teacher education. Beginning teachers, as "new blood" in teaching staff, are the main force for the future. It is very necessary to support and help them, and to a certain extent, providing induction for them is important. In the process of transition from a student to a teacher, there is conflict between identity and role. Beginning teachers will be faced with problems such as teaching, classroom management, etc.In the era of globalization, beginning teachers are more vulnerable to the impact of the "reality". If they are not timely helped and supported, resignation will easily appear among them as a result. So, attention should be paid to them, as is important for keeping teacher teams. The lack of attention and policies for beginning teachers in our country has seriously exerted a negative effect on the quality of faculty teams.In the process of teachers' education development in Australia, the federal government pays close attention to the growth of beginning teachers. For example, a series of special policies for beginning teachers committed to improve the quality of the faculty. The research object of this dissertation is policies on inductive education for beginning teacher in Australia in the 21st century. The main body of the dissertation first gives a brief introduction to the background and development of the policies and then provides a detailed analysis of its content, classification, dimension and implementation. By summarizing the characteristics of the policies, it is aimed to provide reference for the formulation of such policies and to escort the first step of beginning teachers into their career life in China?This dissertation is divided into five parts:The first part is an introduction, in this section described the research questions raised, the main issues, domestic and related research, related concepts and research methods.The second part is an overview of background and development of policies on induction education of beginning teachers in Australia. These policies originated from the demand for overall professional development of teachers to counter the emerging problems in terms of beginning teachers such as lack of teaching preparation, teaching incompetence, weak stability, high turnover rate, etc. They are called for with the infiltration of the idea of sustainable development of education as well as appeal to the voice of creating world-first-class education in an environment wherein inductive teacher education has become a main trend all over the world. Their development has roughly undergone four stages, namely embryonic, initial, mature and reforming phases.Third part serves as a complete elucidation of policies on induction education of beginning teachers in Australia. It first defines the content of inductive teacher education, which includes: (1) helping beginning teachers to be acquainted with school environment and to make a career orientation; (2) pass on pedagogies to them and training their teaching skills; (3) aiding them in dealing with interpersonal relationship and promoting exchange and communication; and (4) working out a professional program for them to achieve long-term development. The main content of these polices can be generalized as regulations and standards, implementation, quality guarantee, and assessment of induction. Different types are ranged among them according to different criterion. As many factors are likely to exert an influence on the making and implementation of such polices in one way or another, they should be taken into consideration. That is to say, the making and implementation of these polices are oriented to multiple dimensions. The major subjects involved in their implementation are local education authorities and schools, which are responsible to carry out the policies in the forms of education meetings, training activities, guidance activities and network support.The fourth part synthesizes the characteristics of these policies such as systematic completeness and coherence, rigorous assessment criteria, guarantee for professional development, highlight of individuality and emphasis on support, and focus on school-based inductive education.The fifth part sums up the Australian experience based on the discussion above for our country in the 21st century. The policies will provide beneficial reference for the development of teacher training system in China, making detailed provisions in the content, training strategy and operating procedures. Policies on inductive teacher education in Australia provide experiences as follows:firstly, we should timely adjust our policies on inductive teacher education based on changes; secondly, it is necessary to establish a unified and complete policy system; thirdly, a multi-lateral cooperation mode is suggested; fourthly, we should clarify responsibilities and enhance division of labor collaboration; fifthly, it is important to establish a fair and reasonable evaluation mechanism; sixthly, policy formulation should be oriented to multi-dimension; and lastly, emphasis should be laid on quantitative analysis based on empirical investigation as a means to make policy.