English Teacher Education and Vocational Training System Characteristics and Implications-毕业论文翻译.docVIP

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English Teacher Education and Vocational Training System Characteristics and Implications-毕业论文翻译.doc

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English Teacher Education and Vocational Training System Characteristics and Implications-毕业论文翻译

English Teacher Education and Vocational Training System Characteristics and Implications Abstract: In order to improve the professional quality of vocational teachers in order to achieve the purpose of enhancing the quality of vocational education in the United Kingdom since the enactment in 2002, “United Kingdom of qualified teachers, professional standards and teacher pre-service training requirements” since the integration of universities, vocational schools and businesses three resources, vocational education teacher education and training system reform, forming a distinctive “three-segment fusion” and the “tripartite participation” training mode. Our country is engaged in the world’s largest vocational education, is bound to vocational education and training of teachers, higher demands, the British experience is worth learning from. Keywords: Britain; vocational education teachers; education and training From the 20th century, 80 years of technical and vocational education programs and “pre-teacher education program requirements,” to the June 2002 “British professional standards for qualified teachers and teachers pre-service training requirements” promulgated in the UK vocational education and training system for teachers, the emerging two characteristics: First, “three sections of fusion”, that is, the original pre-reform, the staff after the separation of two-step training model, into pre-service training and induction to improve the-job training model of integration of three sections; second “tripartite participation”, that is fully integrated universities, vocational schools and businesses three resources, integration of the three characteristics, and actively promote vocational education teacher education socialization. Obviously, the first characteristic is reflected in the structure, the second characteristic is reflected in teacher education and training on the subject. And the former contains and stressed that the spirit of the latter. The