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From the previous research, we find that the similar studies mainly focus on the comparison between China and America or Britain, and there are not many studies on the comparison between China and Australian. Thus, this research aims to compare the similarities and differences of pre-service teacher education between China and Australian in terms of the following three perspectives --- curriculum design for pre-service teachers, the internship system and the teacher certification. The paper is a case study of Hangzhou Normal University and University of Melbourne. Although Australian is a federal state and every state has its own policy, each state has the similar policy on this topic. So the research chooses the University of Melbourne as the research object.源'自:751-'论~文'网·www.751com.cn
Through the comparative study, we can comb the development and status of teacher education curriculum in Australian university and analyses the existing problems in China. Through the comparative study on internship, we can learn their practice-oriented experience. When it comes to the teacher certification, Australian began to set up teacher registration board since 1970 and stressed vocational standards and qualification certificate. By comparing the teacher certification regulation, the paper hopes to find some advice on the improvement for China’s teacher certification system.
2. The development of pre-service teacher education system in China and Australian
2.1 Pre-service teacher education system in China
Compared to some developed countries, Chinese teacher certification system is settled rather backward. The development of teacher education was constrained severely.
In October, 1993, Teachers Law came into effect. According to this law, the teacher certification system is set for the national implementation and is also certified as legal status. In 1995, our country adopted the Education Law. In the same year, “Teacher Certification Regulations” was regulated and officially cleared the classification and applicable qualifications for teachers, teacher qualification examination and identification and so on. It made a further step for description and explaining the detailed process for the pre-service system in China. In September 2000, the Ministry of Education issued the Implementation Measures for Teacher Qualification Regulations, which made a detailed description of the operation of the provisions of the relevant issues. Our country’s teacher qualification system entered the implementation stage. From 2001, the teacher certification system is widely used in China.