A Study Of Curriculum Offering Of Graduate Certificate Of Education(PGCE)in Britain

The pursuit of high-quality pre-service teacher education has become an international trend.Curriculum offering is the key link for pre-service teacher education.Nowadays,there are still some problems in the curriculum offering of professional masters of pre-service teachers in China,such as the homogeneity of course objectives,the unreasonable curriculum structure,the academicization of course content,the formalization of curriculum implementation,and the inadequate evaluation system.The existing curriculum studies of professional masters of pre-service teachers in China that lack the corresponding levels at foreign countries and the same training objectives.This study bases on the problems in professional master’s education curriculum,analyzes the British secondary graduate certificate of education(PGCE)curriculum comprehensively and meticulously to obtain beneficial reference for our country using the literature method,case analysis method and comparative research method.The first part points out that the British PGCE curriculum was formed with the development of pre-service teacher education in Britain and the development of international professional development theory for teachers.It has undergone several stages: origin,development,frustration and maturity.Several different forms of current curriculum have been formed: primary PGCE curriculum,secondary PGCE curriculum,post-compulsory PGCE curriculum.Since the PGCE curriculum is mainly established for the development of secondary school teachers,and the secondary PGCE curriculum are set up according to different disciplines,this study will focus on the analysis of the British secondary PGCE curriculum.In the second part,the present situation of secondary geography PGCE curriculum offering in the Institute of Education,University College London is taken as an example to introduce the status quo of secondary PGCE curriculum offering.The curriculum is based on the current teacher standards as the overall goal,and the curriculum structure is divided into three modules: "Professional Practice","Subject Studies 1" and "Subject Studies 2".In the professional practice module,students go to two different partner schools for experience.Theoretical research and professional practice are conducted simultaneously throughout the entire school year.The implementation of the PGCE curriculum includes the supervision of external agencies and the clear division of internal personnel.The students’ usual assignments are placed in the assessment records.The school uses the master-level criteria to evaluate the two-subject research modules.The third part is based on the research of foreign scholars,the feedback of the graduates of the college and the report of the British assessment agency.This study analyzes the effectiveness of the secondary PGCE curriculum of the the Institute of Education,University College London.It has cultivated the leadership of pre-service teachers,developed of the teaching skills of prospective teachers,and promoted the professional identity of pre-service teachers.The fourth part analyzes the characteristics of secondary PGCE curriculum of the Institute of Education,University College London.The dimension of British curriculum standards is continuously simplified,but the level of specific curriculum objectives is continuously progressive,reflecting the clarity of the curriculum objectives.The connection between professional practice and education research reflects the integration of curriculum structure.The college respects the existing learning foundations of students and considers the requirements of high-level pre-service teacher education,provides students with cutting-edge curriculum content,provides students with flexible teaching arrangements,diversified teaching and learning methods,rich practical bases and instructor types.Both students and mentors are equally evaluated.The content of the evaluation is mainly based on the evaluation records,reflecting the development of the curriculum evaluation.The fifth part reflects the causes of the problem of the professional masters of pre-service teachers curriculum offering in China: the academic atmosphere of the university is strong,which leads to the homogeneity of professional degree and academic degree training objectives.the logical paradox of cultivating objectives and training mechanisms leads to the failure of offering the curriculum structure.Influenced by the traditional view of teacher education curriculum,the contents of the curriculum are old and theorized.The cooperation guarantee mechanism is not perfect,resulting in a lack of practice base and a reasonable tutor team.The lack of attention to individual teachers is reflected in every aspect of the curriculum in varying degrees.On the basis of this reflection,combined with the PGCE curriculum setting in the Institute of Education,University College London,the paper provides reference for the establishment of professional master curriculum in our country: creating academic atmosphere for students;strengthening the integration of academic and practice;modular organizational curriculum;providing the advanced course content;arranging the teaching time reasonably,providing diversified teaching methods,enriching the connotation of education practice,and strengthening the construction of the tutor team;advocating student self-evaluation.