British scholars first conducted the following research on the stages of teachers' professional development:

British normal education came into being at the end of 18 and has a history of more than 200 years. In this process, Britain has gradually established a relatively complete pre-job and post-job training system.

First, the development stage of teacher education in Britain.

1. The initial and final stages of normal education in Britain (1end of August to 1940s).

Teacher education in Britain was born in the middle of18th century. With the development of primary education in Britain, various teacher training institutions have developed. Teacher training system mainly includes tutorial system, probation system and secondary normal colleges.

With the establishment of day normal colleges and local public colleges, the training methods of primary and secondary school teachers are gradually divided. At the beginning of the 20th century, British normal education was basically stereotyped and formed a relatively strict system.

2. The development period of normal education in Britain (1940s to 1980s).

After World War II, in order to improve Britain's competitiveness in the world, Britain carried out three major reforms in teacher education, and finally established a teacher training model of teacher education integration.

(1) mcnair Report and the Establishment of Regional Teacher Training Organizations.

65438+1Investigation Report of mcnair Report published in May 1994. Its main contents include: increasing the number of teachers; Improve teachers' access standards; Reform the curriculum of normal education; Reform the normal education system.

The regional teacher training organization is the most influential achievement in mcnair's report. It is mainly divided into two categories: one is affiliated to a university, and the other is a regional teacher training organization independent of the university.

(2) The establishment of Robbins Report and Education College.

1963+00 In the Robbins report in June, specific suggestions were put forward on the form and content of normal education: the department of university education and local education colleges were changed into "education colleges". The college of education must be an independent management institution; The standard of teacher training is the winner of three-year professional teacher qualification certificate, and four-year bachelor's degree courses, that is, bachelor's degree courses in education, must also be provided; It is suggested that the degree awarding right, administrative management right and financial management right of the Institute of Education should be gradually transferred to universities.

(3) The beginning of the integration of teacher education.

The process of teacher education integration in Britain mainly comes from the promotion of three teacher training surveys in the late 1960s. First of all, it is a survey of regional teacher training institutions. Secondly, the Special Committee on Teacher Training of the House of Commons published a survey report on teacher training practice. Third, the publication of the James Report.

The Ministry of Education and Science published the James Report in June 1972. It is pointed out that universities in regional teacher training institutions lead to the "too academic" curriculum of normal education, which brings danger to normal education; Teacher training is inefficient. It divides normal education into three successive stages, namely, general higher education stage, professional training stage and on-the-job training stage.

1972, the government published the White Paper on Education-Framework for Education Development, and put forward the education development plan for the next 10 year. The report adopted some suggestions in the James report.

Rectify normal education institutions. It mainly includes the reorganization of the college of education, the management of the college of higher education, the reform of the continuing education system and the improvement of the education degree course.

3. The development period of teacher education in Britain (1980s to present).

The competition between contemporary countries is further intensified, and the competition of comprehensive national strength between countries is actually the competition of talents. In order to improve the quality of education and cultivate talents to meet the needs of contemporary technological changes, many countries have promulgated educational reform laws. In terms of teacher education, the British government has also introduced many new measures:

(1) Improvement of the pre-service training system for teachers.

First, standardize pre-job training courses. The British government has adjusted the original structure of normal education. While strengthening on-the-job training, it has raised the requirements of teachers' pre-job training and attached importance to the cultivation and improvement of teachers' comprehensive quality.

Second, improve teachers' access standards. The British Ministry of Education and Employment stipulates that all teachers in schools established and funded by local governments must be qualified teachers, and stipulates the conditions that qualified teachers should have.

Third, strengthen the practical training of normal students. With the establishment of partnership among local, university and primary and secondary schools, teachers' training in Britain pays more and more attention to teaching practice.

(2) Reform the on-the-job training system for teachers.

Attach importance to the "school-based" teacher training model; Establish a new teacher induction training system; Cultivate young teachers by "helping and leading" old teachers.

Second, the development trend of teacher education in Britain.

2 1 century, the competition for talents among countries is increasing. In order to seize the commanding heights of international education competition in the future and meet the needs of talent competition, Britain organically integrates pre-service training and on-the-job training of teachers from the perspective of lifelong education. While strengthening pre-service education, we should strive to improve teachers' on-the-job training so that they can be integrated and sublimated in the concept of "teacher education". In the future development, British teacher education presents the following trends:

1. Attach importance to teachers' continuing education and implement the integration of teacher education.

The plans that the British government is currently implementing and will implement include: teachers' international professional development plan, best practice research award plan, professional bonus plan, early professional development plan, etc. It aims to promote the development of teachers, arouse their enthusiasm for on-the-job learning and improve the quality of teaching.

2. Strengthen the management of teacher education and improve the quality of teacher education.

Established the Office of Education Standards and the Department of Teacher Training Management. The teacher training management department helps the teacher training institutions meet the stipulated quality standards, and at the same time, it also takes the punishment of revoking the certification for inferior training institutions.

Standardize the certification system of pre-service teacher training institutions. Through the certification of the teacher training management Committee, on the one hand, you can get funding; On the other hand, you can also obtain a qualified teacher certificate issued by the Ministry of Education. Pre-service teacher training institutions can also seek the recognition of courses from higher education institutions so that students can obtain postgraduate education certificates.