Study of Policies on Enhancement of Teacher Quality of Education Reform in Britain

本研究探讨了英国教师教育的政策，重点是提高教师素质这一教育改革的重要因素。尽管人们普遍认为英国教育改革的关键是竞争机制和中央集权，但从广泛的角度来看，它是竞争与控制、集中与分散这两个有争议的概念的结合。教育改革也是基于这一政策。关于提高教师质量的主要国家机构是培训和政策制定者：学校发展机构(TDA)、质量保证机构：教育标准办公室(OFSTED)和专业自治机构：教学总理事会(GTC)。TDA控制合格教师地位的国家教师标准和初始教师教育的要求。OFSTED检查所有机构关于教师教育的实施情况和质量。通过使用Ofsted检查数据，TDA对教师教育课程进行认证，改革教师教育课程，并向机构分配教育预算。GTC由公立学校的全体教师组成，主要控制职业守则和持续职业发展，如提供在职教育和专业信息。自上世纪80年代S教育改革以来，英国教师、中央政策制定者和评估机构逐渐形成了英国教师素质提高政策的三角平衡体系。

This study explores policies on teacher education in Britain, focusing on enhancement of teacher quality which is one of the most important factors of education reform.Although the keys of education reform in Britain are generally understood competing mechanism and centralization, from the wide point of view, it is in the combination of both controversial concepts of competition and control, and centralization and decentralization. The education reform is also based on that policy. In other word, it is the policy of "control and support".The main national institutions concerning enhancement of teacher quality are Training and policy maker: Development Agency for School (TDA), quality assurance: Office for Standards in Education (OFSTED) and professional autonomy : General Teaching Council (GTC). TDA controls national teacher standards of Qualified Teacher Status and of requirements of initial teacher education.OFSTED inspects those implementations and qualities in all the institutions on teacher education.By using the OFSTED inspection data, TDA accredits teacher education courses, reforms teacher education curriculum, and distribute educational budget to the institutions. GTC composed by all the teachers in the state schools, mainly controls professional codes and continuing professional development such as providing in-service education and professional information. Those three institutions co-operate each other, and play their own roles in enhancement of teacher quality.Thorough education reform since 1980's, it has been gradually formulated the triangle balance system of the British policies on enhancement of teacher quality, by teachers, central policy-maker and assessment agency.