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Teachers’ professional development is not only the trend of international teacher education reform, but also the focus of teacher education in China. Pre-service teacher education is the starting point of teacher professional development, the formation and further development of teacher's professional ability relies on the scientific pre-service teacher education curriculum. At present, there are many shortcomings in pre-service teacher education curriculum in our country. In this paper, the specific requirements based on the theoretical perspective of teacher professional development are put forward, and then a scientific curriculum of pre-service teacher education is constructed which can promote teacher professional development. KEYWORD: Teachers’ professional development, Pre-service teacher education, Curriculum construction International Conference on Social Science, Education Management and Sports Education (SSEMSE 2015) © 2015. The authors Published by Atlantis Press 2387 system implemented in 1995 further enhanced teachers’ specialization. The professional growth of a teacher candidate could be roughly divided into four periods: preservice preparation, novice teacher, qualified teacher and expert teacher. As we all know, pre-service teacher preparation is the starting point as well as the main part of teachers’ professional development, it lays a solid foundation for the life-long development of teacher candidates. The quality of pre-service preparation has direct and profound influence on the long-term development. Before step into teaching career, the candidates need to spend a certain amount of time in university or normal college to receive systematic and professional education. They obtain the theoretical and practical knowledge through a series of courses, for this reason, curriculum must be well preplanned. But we can feel anything but optimistic about the current situation of China’s preservice teacher education curriculum, and this will be discussed in detail in the following section. 3 THE STATUS QUO OF CHINA’S PRESERVICE TEACHER EDUCATION CURRICULUM The current teacher education system in China carried on the former Soviet Union’s pattern and reformed on the basis of it. The irrational course proportion, out-of-date course content and other unreasonable course settings hampered the professional development of teacher candidates. For a long time, part of teacher education courses in our country were named by“...gy”, such as pedagogy, pedagogical psychology, education sociology etc. Pedagogy, psychology and subject-matter didactics composed teachers’ professional knowledge. After completing these courses, teacher candidates remembered a lot of concepts passively instead of thinking independently, they got to know much about theories but lack the ability to solve problems, what’s more, some of the course contents are interrelated or overlapped, finishing them all is definitely a waste of time. At present, pre-service teacher education curriculum in our country includes three aspects, they are: liberal studies courses, major courses and education courses. Liberal studies courses aim at broadening students’ horizon, improving their self-cultivation and developing their overall capability. Developed countries generally took this kind of courses seriously, for example, in America the proportion of liberal studies courses accounted for 40% in the teacher preparation curriculum, Germany, 33.3%, Japan, 37.7%, while in our country, the percentage is 21%. We not only lag behind in the proportion of this kind of courses, but also lack variety in the electives. Major courses equipped teacher candidates with subject-matter knowledge and can be further divided into specialized basic courses, compulsory major courses and elective major courses. This kind of courses accounted for the largest proportion in our teacher education curriculum. The point is, only by mastering the subject-matter knowledge could not guarantee the ability of knowing how to teach, and that’s the reason why we need education courses. Education courses provide systematical and professional knowledge on how to teach effectively. Meanwhile, education courses have significant value on cultivating teacher candidates’ career identity, practicing their teaching skills and inspiring their consciousness towards professional development. In general, pre-service teacher preparation curriculum in our country attached much more importance to the academic knowledge which is unsuitable for the demands of labor market. We should find a way to balance the proportion of the three kinds of courses, update the course content in order to cultivate more professional and pragmatic teaching talents. Here below are some requirements for the curriculum from the view of teachers’ professional development. 4 REQUIREMENTS FOR PRE-SERVICE TEACHER EDUCATION CURRICULUM FROM THE VIEW OF TEACHERS' PROFESSIONAL DEVELOPMENT Teachers’ professional development embeds three ideas which can be taken as the requirements for the design of the curriculum. Fist, the top priority of teacher should be cultivating talents. Teachers, as the promoter of science, knowledge and culture, carrying the hope of human progress, this is also the distinguish features of teachers' profession compared with other occupations. In this opinion, the curriculum should aim at enriching prospective teachers’ general and specialized knowledge, improving their professional teaching skills, and cultivating their comprehensive educating ability ultimately. In our country, the principle of the reform of basic education curriculum is “concerning the development of each student”, and under the guidance of this principle, the basic education emphasizes mutual respect, caring and children-oriented philosophy in the courses. Correspondingly, such principle should also reflect in the curriculum of pre-service teacher education. Therefore, help the prospective teacher set up a correct view on children is the fundamental content of pre-service teacher education curriculum. Second, determined by the specific characteristic of teacher occupation, the cultivation of teachers

A Study on the Curriculum of Pre-service Teacher Education from the View of Teachers Professional Development