摘要：This paper considers both the increasing diversity of approaches to teacher education in the four main parts of the United Kingdom and the different understandings of teaching and teachers' work which these variations reveal. The paper also explores the relationship between the school and the university,between practice and theory within the processes of professional learning for teachers. The paper describes the current political settlement in the UK and then analyses historic trends and tendencies in the provision of teacher education,especially for beginning teachers,looking most closely at England and Scotland. Continuing the focus on these two jurisdictions,the analysis reveals stark differences in conceptions of teaching as expressed by lead policy makers in these countries. English policy discourse is heavily dominated by a craft view of teaching in which an apprenticeship model of learning to teach is preferred,while Scottish policy is imbued with a discourse of the teacher as an intellectual who learns through complex processes of integrating theory with practice. The final section of the paper considers some of the questions about the relationship between research and teaching that have been provoked by these recent developments and that are the subject of a major inquiry that was undertaken by the British Educational Research Association. This leads to an account of a model which may seek to integrate theory and practice through being enquiry-oriented and research-informed.
其他摘要：В данной статье рассматривается как растущее разнообразие подходов к педагогическому образованию в четырех основных частях Соединенного Королевства,так и разное понимание обучения в работах препо- давателей,которым эти различия удалось выявить. В работе
关键词：Initial teacher education;the United Kingdom;conceptions of teaching;approaches to teachers' professional learning.
其他关键词：преподаватель начального образования;Соединенное Королевство;концепции обу- чения;подходы к профессиональному обучению педагогов
