Since the conservative party took over the power in 2010, the various educational reforms in initial teacher training(ITT) have been introduced in England. The purpose of this study is to examine the policy of initial teacher training in England and analyze the main institutional features and educational issues of it. The main findings of this study are as following: firstly, along with ‘traditional model’, England underlines the professionalization of teaching and minimum-competency model of ITT, which emphasizing the balance and the co-operation between university-based and school-based teacher education program. Secondly, there are significant changes to the structure of ITT routes to be qualified teachers. As a result of moving toward a school-led routes, the increasing divergence in the entry routes reflects the policy discourse that the various teacher training program between schools and higher education would give more opportunity for competent would-be teachers. In addition, the autonomous teacher education, whilst recognized as a challenge by higher education, can be probably a strength of ITT in England. Thirdly, England has mechanism in place to ensure that ineffective or incompetent would-be teachers be removed from the school by enhancing entry requirements and establishing rigorous accountability system for the quality of teaching. Given the movement toward competence-based national curriculum review, which should be reflected in ITT, this study draws out lessons to Republic of Korea in the aspect of initial teacher training model, the principle of autonomy and diversity for re-structuring ITT and quality assurance through accountability system.