Abstract
Teaching practice plays an important role in preparing future teachers. More and more countries pay attention to teaching practice in teacher education and take measures to improve the system of teaching practice. This paper examines the characteristics of teaching practice through the perspective of comparative analysis, comparing the situations in China, the UK and the USA. The different characteristics are presented, particularly in the goal of teaching practice, the duration of the internship and the cooperation system among education administration departments, universities, and schools. Some suggestions are proposed to improve teaching practice generally based on experience of these three countries. As such, it provides insight into practice for policymakers and academics in the field of teacher education.
Highlights
Teacher training plays an important role in preparing future teachers to educate the coming generations
As early as 35 years ago, the Chinese Ministry of Education (MoE) recognized that teaching practice is essential in preparing qualified teachers in 1985
Since the establishment of the People’s Republic of China (PRC), the practical teaching of teacher education can be divided into three categories: construction, exploration, restoration and development (Chen & He, 2020)
Summary
Teacher training plays an important role in preparing future teachers to educate the coming generations. In Asia, Japan considers teacher practice as essential in preparing teachers, and this is reflected in education policies designed to improve the quality of teaching practices. As early as 35 years ago, the Chinese Ministry of Education (MoE) recognized that teaching practice is essential in preparing qualified teachers in 1985. It stated that one of the key strategics to develop education would be the improvement of teacher training. Teaching practice in the USA is subject to great variations across the country in the quality of mentoring and evaluating pre-service teachers (Valencia et al, 2009; Grossman, 2010). Some suggestions are proposed to improve the development of the teaching practice in the teacher training before closing with a conclusion
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