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YANG Xi, ZHAO Kang. The Formation of the Governance Framework for Pre-Service Teacher Education in the United Kingdom: A Perspective on the Evolution of Government's Role[J]. Journal of Modern Education, 2024, (3): 80-89.
Citation: YANG Xi, ZHAO Kang. The Formation of the Governance Framework for Pre-Service Teacher Education in the United Kingdom: A Perspective on the Evolution of Government's Role[J]. Journal of Modern Education, 2024, (3): 80-89.
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The Formation of the Governance Framework for Pre-Service Teacher Education in the United Kingdom: A Perspective on the Evolution of Government's Role

  • College of Education, Zhejiang University, Hangzhou 310058, China

  • Received Date: 2023-10-18
  • Publish Date: 2024-06-25
    Abstract
  • Governance of contemporary teacher education emphasizes the participation of multiple stakeholders, while the coordination among government, schools, market, and educational organizations is still to be explored. Meanwhile, as an important source of governance ideas, the history of the development of education governance in the United Kingdom is also worthy of investigation. In the formation of the governance framework for pre-service teacher education in the UK, the government transformed from a passive "bystander" without interference or attempted management of teacher training, to a "guide" in teacher education management through allocating funding and consummating the supervisory systems, and further evolved into a "co-governor" of teacher education under government leadership, reflecting the expansion and improvement of government functions from the political domain to the educational domain. Exploring the process of formation of the governance framework for pre-service teacher education in the UK contributes to reflecting on the theory and practice of teacher education governance. Focusing on the guiding attributes of teachers in the education system and social development and improving the government's leading role, coordinating the wisdom of multiple stakeholders as well as clarifying the influence of cultural traditions can help to further exploring and improving the governance path for teacher education in the new era.

     

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