Study On Professional Experience Of Pre-service Teachers In Australia Since The 21st Century

Educational practice is an important part of teacher education.It aims to promote the integration of pre-service teachers’ theory and practice,and to develop the professional skills necessary for future teaching in the real education context.These skills may be teachers’ professional knowledge and technical ability,or general communication and teamwork skills.Therefore,the importance and necessity of educational practice has been strongly supported by teacher educators.But how to make the practical part play its important role,and how to make the theoretical part better integrated into practice,are still actively explored by countries around the world.With the globalization of education today,educational practice is not only a key part of the development of teacher education,but also a prerequisite for professional development of pre-service teachers.Therefore,it is extremely important to develop educational practices that are suitable for the national conditions.The development of pre-service teachers’ educational practice in China is still at the stage of constantly exploring new ways.A systematic review of the development and implementation of foreign educational practices is of far-reaching significance to the development of perfect educational practices in China.This study selects the professional experience of Australian pre-service teachers in the 21 st century as the research object.The purpose of this study is to analyze why the professional experience of pre-service teachers has changed from previous educational practices,and to clarify the background and reasons for the development of professional experience of pre-service teachers in Australia.Clarify the new developments and changes of professional experience in the 21 st century;finally,it summarizes the implementation and development of its professional experience and summarizes its characteristics and challenges in the implementation process.This research mainly uses the literature analysis method to analyze the positioning and development of professional experience of pre-service teachers in Australia by collecting policy documents and reports of professional experience on the Australian government’s official website;collecting manuals and guides about professional experience on the official website of the University of Sydney,Elaborated how to implement professional experience;finally,based on the collected data and relevant research literature,summarize the characteristics and challenges of professional experience development.Through a systematic review of the professional experience of pre-service teachers in Australia,many Australian scholars have divided the gradual evolution of professionalexperience from a traditional apprenticeship method to a modern professional experience model from a historical perspective.It is found that the transformation and development of Australian education practice in the 21 st century isunder the multiple backgrounds of professional experience’s own development advantages;national conditions and national policies;and external factors.Among them,the change and development of educational practice are mainly reflected in the changes in the content,form,and method of practice in breadth,the integration of theory and practice in depth,and the professional development of teachers.The composition and implementation of the professional experience of pre-service teachers at the University of Sydney is based on the implementation of new changes and new developments in educational practice,and actively develops effective and sustainable professional experience.After more than 10 years of implementation,the University of Sydney has implemented a learning community.Model is a major development direction of professional experience.Generally speaking,since the 21 st century,the professional experience of pre-service teachers in Australia has made great progress,an effective professional experience framework has been determined,and a unified and rigorous professional experience assessment has been formulated.It embodies the characteristics that the evaluation emphasizes effectiveness,authenticity,and multi-evidence;practice serves all practice participants,and effective institutionalization and professional guarantee.At the same time,it also faces challenges,such as the difficulty of implementing high-quality professional experience conditions;it is difficult to determine true and effective assessments.